Icon for: Amy Parks


Michigan State University

CAREER: Examining the role of context in the mathematical learning of young c...

NSF Awards: 1461468

2015 (see original presentation & discussion)

Grades K-6

Nationally, researchers and policy makers have demonstrated increasing concern with early childhood education broadly and with early mathematics in particular, and many states have increased the availability of state-funded preschool programs. However, research shows that few early childhood teachers are prepared to support early learning around key mathematical concepts such as counting, cardinality, one-to-one correspondence, and early geometry. A major research goal of this project is to identify mathematical opportunities for learning in play in the early childhood classroom in order to create video resources to support the ability of preservice and practicing teachers to notice mathematical thinking during play, deepen children’s engagement with mathematics in play, and connect informal experiences to formal lessons. The data collection for the project intentionally took place in a school serving poor and minority children in order to support teachers’ understanding that all children can engage in meaningful mathematics in their early years.

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