Jie-Qi Chen – författare

This groundbreaking book looks at the development of mathematical thinking in infants and toddlers, with an emphasis on the earliest stage, from zero to three, when mathematical thinking and problem solving first emerge as natural instincts. The text explores the four precursor math concepts—Attribute, Comparison, Change, and Pattern—with an emphasis on how development occurs when it is nurtured by loving knowledgeable others. The authors call this the CAIR principle: Closely Attend & Intentionally Respond. Sharing their stories of working with a wide range of zero to three caregivers and educators, the authors stress the difference between arithmetic skills and their definition of mathematics as "a logical way of thinking that allows for increasing precision." Each user-friendly chapter includes suggestions for highly effective practices that are embedded into everyday interactions and routines. Early care providers can use this resource to develop young children's interest in mathematics, ensuring that they are ready for the big ideas they will encounter in preschool.Book Features:Combines the most current research on infant and toddler cognitive development in relation to mathematical thinking.Offers concrete ways to help caregivers and professionals draw out the math that is all around us.Blends three domains of human development—social-emotional, physical, and cognitive.Examines the What, Who, and How of each precursor concept, with authentic anecdotes and "What the Research Says" sections.

This practical book offers an effective and efficient approach to using four interactive instructional routines to integrate assessment with learning and teaching in kindergarten classrooms:1. Photo Chats (Oracy)2. Counting Collections (Number Sense of Quantity)3. Storytelling/Story Acting (Emergent Writing)4. Numberless Word Problems (Number Operations)The instructional routines, “notice and wonder” assessment strategies, and teacher experiences shared in this book come from Project Connect, a professional development series for kindergarten teachers developed through a learning partnership between the Illinois State Board of Education (ISBE) and the Erikson Institute, the premier graduate school for early childhood development, education, and social work.These culturally and linguistically responsive math and literacy routines provide embedded differentiation while offering teachers a window into their students’ understanding. They require minimal materials, preparation, and classroom time and have been field-tested by over 250 public school teachers who use a wide range of curricula and work in urban, rural, and suburban settings with diverse students, including English language learners. Using examples from these teachers, this book demonstrates how these instructional routines worked for them and how they can work for you too!Book Features:Access to free Supporting Resources for The Power of Instructional Routines that include printable planning and assessment templates, image libraries for Photo Chats, videos to strengthen content knowledge, and audio-visual documentation of the routines in classrooms.Descriptions of the four instructional routines are clearly presented, so that they are ready to be tried by other teachers.Photographs of young children and their work samples with detailed descriptions and analysis from their teachers, offering a glimpse into students’ thinking.Information grounded in state-of-the-art research about language, literacy, and numeracy development within a multilingual framework.A framework of “notice and wonder” that connects teaching and assessment, offering a shift from the common practice that these are separate endeavors.

This practical book offers an effective and efficient approach to using four interactive instructional routines to integrate assessment with learning and teaching in kindergarten classrooms:1. Photo Chats (Oracy)2. Counting Collections (Number Sense of Quantity)3. Storytelling/Story Acting (Emergent Writing)4. Numberless Word Problems (Number Operations)The instructional routines, “notice and wonder” assessment strategies, and teacher experiences shared in this book come from Project Connect, a professional development series for kindergarten teachers developed through a learning partnership between the Illinois State Board of Education (ISBE) and the Erikson Institute, the premier graduate school for early childhood development, education, and social work.These culturally and linguistically responsive math and literacy routines provide embedded differentiation while offering teachers a window into their students’ understanding. They require minimal materials, preparation, and classroom time and have been field-tested by over 250 public school teachers who use a wide range of curricula and work in urban, rural, and suburban settings with diverse students, including English language learners. Using examples from these teachers, this book demonstrates how these instructional routines worked for them and how they can work for you too!Book Features:Access to free Supporting Resources for The Power of Instructional Routines that include printable planning and assessment templates, image libraries for Photo Chats, videos to strengthen content knowledge, and audio-visual documentation of the routines in classrooms.Descriptions of the four instructional routines are clearly presented, so that they are ready to be tried by other teachers.Photographs of young children and their work samples with detailed descriptions and analysis from their teachers, offering a glimpse into students’ thinking.Information grounded in state-of-the-art research about language, literacy, and numeracy development within a multilingual framework.A framework of “notice and wonder” that connects teaching and assessment, offering a shift from the common practice that these are separate endeavors.

Growing Mathematical Minds is the documentation of an innovative, bi-directional process of connecting research and practice in early childhood mathematics. The book translates research on early mathematics from developmental psychology into terms that are meaningful to teachers and readily applicable in early childhood classrooms. It documents teacher responses, and conveys their thoughts and questions back to representative researchers, who reply in turn. In so doing, this highly useful book creates a conversation, in which researchers and teachers each bring their expertise to bear; their communication about these topics—informed by the thinking, commitment, and experience of both groups—helps us better understand how developmental psychology can improve math teaching, and how math teaching can, in turn, inform developmental science. The book bridges the gap between research and practice, helping teachers to adopt evidence-based practices and apply cutting-edge research findings, and prompting developmental researchers to consider their work within the framework of practice. Growing Mathematical Minds identifies and elucidates research with profound implications for teaching children from three to eight years so they develop foundational math knowledge and skills, positive attitudes toward math, and basic abilities to think mathematically.

Growing Mathematical Minds is the documentation of an innovative, bi-directional process of connecting research and practice in early childhood mathematics. The book translates research on early mathematics from developmental psychology into terms that are meaningful to teachers and readily applicable in early childhood classrooms. It documents teacher responses, and conveys their thoughts and questions back to representative researchers, who reply in turn. In so doing, this highly useful book creates a conversation, in which researchers and teachers each bring their expertise to bear; their communication about these topics—informed by the thinking, commitment, and experience of both groups—helps us better understand how developmental psychology can improve math teaching, and how math teaching can, in turn, inform developmental science. The book bridges the gap between research and practice, helping teachers to adopt evidence-based practices and apply cutting-edge research findings, and prompting developmental researchers to consider their work within the framework of practice. Growing Mathematical Minds identifies and elucidates research with profound implications for teaching children from three to eight years so they develop foundational math knowledge and skills, positive attitudes toward math, and basic abilities to think mathematically.