Report of the Committee on Early Childhood Mathematics. STEM Summit 2010: Early Childhood Through Higher Education February 19, 2010

Transcription

1 Report of the Committee on Early Childhood Mathematics STEM Summit 2010: Early Childhood Through Higher Education February 19, 2010

2 Context for the Study Broad push for improvement in mathematics education. Increased focus on importance of the preschool period. Relative to other subjects there has been less emphasis on mathematics during the early childhood years. 2

3 Committee Members Christopher T. Cross (Chair), Cross & Joftus, LLC Oscar A. Barbarin, University of North Carolina at Chapel Hill Sybilla Beckmann, University of Georgia Sue Bredekamp, Council for Early Childhood Professional Recognition Douglas H. Clements, The State University of New York at Buffalo Karen C. Fuson, Northwestern University Yolanda Garcia, WestEd Herbert P. Ginsburg, Teachers College, Columbia University Nancy C. Jordan, University of Delaware Sharon Lynn Kagan, Teachers College, Columbia University Susan C. Levine, University of Chicago Kevin Miller, University of Michigan Robert Pianta, University of Virginia 3

4 Overarching Recommendation When given the appropriate learning opportunities, young children can become competent in mathematics. Recommendation: A coordinated national early childhood mathematics initiative should be put in place to improve mathematics teaching and learning for all children ages 3 to 6. 4

5 How to implement this initiative? This report provides guidance for implementing this initiative. Provides a description of the appropriate mathematics content for young children. Provides guidance for standards, curriculum, and instruction. 5

6 Background: Young Children Do Mathematics Prior to kindergarten many children acquire considerable mathematics knowledge, which is related to mathematics learning for years thereafter, even high school. Many early childhood programs do not extend children s mathematical knowledge. Young children from low-socioeconomic status (SES) backgrounds are especially vulnerable in that they show lower mathematics knowledge than their peers from higher SES backgrounds. 6

7 Foundational and Achievable Mathematics for Young Children 7

8 Mathematics for Young Children: The Teaching-Learning Paths Many early childhood programs face the challenge of trying to figure out what the most important mathematics content is for young children s learning. Young children s mathematics knowledge develops along mathematics teaching-learning paths. These paths refer to significant steps in learning a particular topic with each new step building on the earlier steps. The source of teaching-learning paths are subject matter being taught and what is achievable/understandable for children at a certain age given their prior knowledge. 8

9 Mathematics for Young Children Recommendation Mathematics experiences in early childhood settings should concentrate on (1) number (which includes whole number, operations, and relations) and (2) geometry, spatial relations, and measurement, with more mathematics learning time devoted to number than to the other topics. The mathematical process goals should be integrated in these content areas. Children should understand the concepts and learn the skills exemplified in the teaching-learning paths. 9

10 Standards, Curricula, and Instruction 10

11 State Standards Current standards, do not on average, include much mathematics. The mathematics that is included in standards varies widely across the states. Recommendation States should develop or revise their early childhood learning standards or guidelines to reflect the teaching-learning paths described in this report. 11

12 Curricula and Instruction Most early childhood programs spend little time on focused mathematics where the primary goal is to teach mathematics with meaningful connections to children s interest and prior knowledge. Most of the time spent on mathematics is of low instructional quality. Recommendation All early childhood programs should provide high-quality mathematics curricula and instruction as described in this report. 12

13 High Quality Curricula and Instruction Planned and sequenced Uses a variety of instructional approaches Incorporates intentional teaching Formative assessment Includes integrated mathematics activities Provides a positive learning environment Opportunities to reflect on and discuss experiences, and use math talk 13

14 High Quality Curricula and Instruction Cont d Recommendation Curriculum developers and publishers should base their materials on the principles and teaching-learning paths described in this report. 14

15 The Early Childhood Workforce 15

16 The Early Childhood Workforce These individuals are central to supporting the intellectual/academic, social, emotional, and physical development of young children. There is significant variation in their educational background and training. They are generally less supportive of mathematics in the classroom than literacy or social-emotional development. 16

17 The Early Childhood Workforce: In- Service Education Recommendation An essential component of improving children s mathematics education requires the provision of professional development to early childhood in-service teachers that helps them (a) understand the necessary mathematics, the crucial teaching-learning paths, and principles of intentional teaching and (b) learn how to implement a curriculum. 17

18 The Early Childhood Workforce: Preservice Preparation Recommendation Coursework and practicum requirements for early childhood education should be changed to reflect an increased emphasis on mathematics as described in the report. These changes should also be made and enforced by early childhood organizations that oversee credentialing, accreditation, and recognition of teacher professional development programs. 18

19 Beyond the Formal Education System 19

20 Beyond the Formal Educational System About 40% of children do not attend early childhood centers or preschools. All families and communities play a vital role in children s development and learning. Family education and support programs can provide parents and communities with tools to extend children s mathematics learning. 20

21 Beyond the Formal Educational System Cont d Recommendations: Early childhood education partnerships should be formed between family and community programs so that they are equipped to work together in promoting young children s mathematics learning. There is a need for increased informal mathematics programming, curricular resources, software, and other media that can be used to support young children s mathematics learning in such settings as homes, community centers, libraries, and museums. 21

22 Report available online At: