Articles for Teachers

This section is dedicated to resources for educators.

• PLAY, MATHEMATICS, AND FALSE DICHOTOMIES

  Some worry that the push for quality education even partially driven by a desire to improve achievement may deprive children of important childhood experiences. Others worry that unstructured play without teacher engagement does little to develop children's minds, particularly for children at high risk of academic failure. Let's stop the cycle of "abuse"—or at least confusion—that stems from false dichotomies in early education. "Play vs. academics" is arguably the main one. Of course children should play. But this does not mean they should not learn, and even play, with mathematics.

  Clements, D.H., & Sarama, J. (2014). Play, mathematics, and False Dichotomies. Blog from Preschool matters... today!, W. Steven Barnett (Ed.). Retrieved from http://preschoolmatters.org/2014/03/03/play-mathematics-and-false-dichotomies/

• THE BUILDING BLOCKS OF EARLY MATHEMATICS: LEARNING TRAJECTORIES FOR YOUNG CHILDREN

  What are the mathematical and educational building blocks of early mathematics? What role should these building blocks play in early education, and why? Webinar for Early Childhood Investigations with 2,100 participants.

  Clements, D.H., & Sarama, J. (2014, May 14). The Building Blocks of Early Mathematics: Learning Trajectories for Young Children [Webinar]. In Follett Growing Readers Series. Retrieved from http://www.earlychildhoodwebinars.com/presentations/the-building-blocks-of-early-mathematics-learning-trajectories-for-young-children-by-julie-sarama-and-douglas-clements/

• PRESCHOOLERS GETTING IN SHAPE

  Iris and Lauren are drawing triangles. Iris draws this on the chalkboard. Lauren says, "That's not a triangle! It's too skinny!" Iris responds, "I'm telling you, it is a triangle. It's got three straight sides, see? One, two, three! It doesn't matter that I made it skinny." Studies from around the world confirm that children can learn much more about geometry at earlier ages than most people assume. What does it mean to know shapes? What levels of mathematical thinking do preschoolers develop? How can we help them learn more sophisticated ways of thinking?

  Clements, D.H., & Sarama, J. (2014). Preschoolers getting in shape. Teaching Young Children, 7(5), 30-31.

• OTHER ARTICLES

  Math in the Early Years 

  https://www.du.edu/marsicoinstitute/media/documents/Math_in_the_Early_Years_ECS_Brief_Oct2013.pdf

   

  Does Retention (Repeating a Grade) Help Struggling Learners? Conclusion: No 

  https://www.du.edu/marsicoinstitute/media/documents/Does_Retention_Help_Struggling_Learners_No.pdf

   

  The Case Against Testing Young Children to Evaluate Teacher Effectiveness 

  https://www.du.edu/marsicoinstitute/media/documents/The_Case_Against_Testing_Young_Children_2010Dec16.pdf

   

  Fighting Fade-Out 

  https://www.du.edu/marsicoinstitute/media/documents/FightingFadeout.pdf

   

  Educating the Educators 

  https://www.du.edu/marsicoinstitute/media/documents/EducatingtheEducators.pdf

   

  Early Childhood Teacher Preparation: Connects and Disconnects 

  https://www.du.edu/marsicoinstitute/media/documents/ECTeacherPrepConnectsandDisconnects.pdf