Counting 1,2,3...Early Mathematics

Young children encounter important mathematics experiences in natural settings where they are encouraged to play, interact, follow their interests, and build on their existing knowledge. Research has shown that early mathematics skills, especially related to counting, are linked to later academic achievement, even more so than early literacy skills (Duncan et al., 2007).

Children LearnChildren Learn Through Play

The early math team explores ways that young children actively construct number word sequences and counting schemes. These opportunities usually present themselves in the context of play, where children engage in counting and interacting with physical materials. To support these opportunities, we take advantage of children’s natural activities and explore ways to adapt them for specific learners.

Teachers Learn by ListeningTeachers Learn Through Listening

We believe that as early childhood teachers come to better understand children’s ways of thinking through active listening, they can respond during play to maximize children’s learning opportunities. AIMS teacher-researchers work side by side with local early learning teachers, helping them to recognize mathematical opportunities for learning and adapt their instruction to value children’s mathematics. The Early Math Team at the AIMS Center advocates for play-based experiences that lead to meaningful mathematics learning.

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Paul Reimer – Senior Researcher
paul@aimscenter.org — (559) 453-8140

Paul ReimerPaul Reimer is a Senior Researcher with the AIMS center. Paul has spent more than 20 years in public education as an elementary teacher, mathematics coach, and adjunct university instructor. Drawing from a perspective grounded in situated learning and constructivism, his work has helped teachers of mathematics develop a reflective practice that centers on the cultivation of meaning-making opportunities in the classroom. As a current doctoral student in Educational Psychology and Educational Technology at Michigan State University, Paul’s research focuses on the work of teaching, with an emphasis on how teachers of mathematics develop knowledge, beliefs, identity, and practice in the context of their work. He is particularly interested in factors that support teachers’ learning and enactment of mathematical teaching practices, and in the ways school culture and policy can support teacher change.

Aileen Rizo – Research Associate
arizo@aimsedu.org — (559) 453-8115

Aileen RizoAileen Rizo is a Research Associate for the AIMS Center. She has worked in math education for 20+ years in roles such as teacher, curriculum designer, and educational consultant. She has also served in state capacities with the California Department of Education and community organizations. Aileen earned a Bachelors degree in Secondary Mathematics Education, a Masters in Educational Technology, a second Masters in Mathematics Education, and is currently a PhD student. She is an adjunct faculty member at FPU teaching both math and engineering courses. Aileen’s passion in the STEM fields fueled her to realize the importance of providing children with powerful educational experiences. Her own daughters inspire her advocacy for the equity of women and girls and her current work with the early math team in an effort to bring equitable math experiences to young children.