Early Mathematics Learning Early Mathematics Learning Entering the conversation Read the following quotes... What resonates for you? Turn and talk to an elbow partner... “Young children love to think mathematically. They become exhilarated by their own ideas and the ideas of others. To develop the whole child, we must develop the mathematical child…” “High-quality mathematics throughout early childhood does not involve pushing elementary arithmetic onto younger children. Instead good education allows children to experience mathematics as they play in and explore their world.” Learning and Teaching Early Math: The Learning Trajectories Approach, Clements and Sarama, 2009 Early Math Learning Doug Clements on Early Math View (or insert) last clip from http://resources.curriculum.org/secretariat/sna pshots/doug.html Continuing the conversation. In table groups… • What confirmed your current thinking? • What challenged your current thinking? • What are your wonderings? M4YC Literature Review, p. 13, 2012 Bruce, Flynn, Moss “...teachers, curriculum developers, district personnel, researchers and policy makers, need to transform their approaches to mathematics education by supporting, developing and implementing research-based practices.” What could mathematics education for young children look like? Lessons from the research. • Number off 1 to 5 at your table • Read the corresponding section • Share with your colleagues... • • • What confirmed your thinking? What challenged your thinking? What are your wonderings? Intentional Play-based Learning Doug Clements on Early Math View or insert second clip at located at http://resources.curriculum.org/secretariat/sna pshots/doug.html What aspects of Early Math Learning are well established in your classroom/school/family of schools/district? How do you know? Where might you/your colleagues next focus? Why? Access to Resources www.edugains.ca/newsite/lns/index.html sim.abel.yorku.ca Parked Slides Ministry Steering Committee LNS, Early Learning, Capacity Assessment Policy Branch • Research Design Team – – – – • • • • Cathy Bruce, Tara Flynn, Trent University Joan Moss U of T Ruth Beatty, Lakehead Beverly Caswell, Robertson Foundation Kawartha Pine Ridge DSB 3 school teams Simcoe Muskoka Catholic DSB, 1 school team Toronto DSB, 4 school teams Board Teams Some Key Findings – M4YC • The most effective math programs include a spectrum of activities from play through to small group work, structured learning opportunities and direct instruction. These structures for learning are combined for daily concentration on mathematics learning that is purposeful and math specific.