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?
Math in the Early Years
Does Retention (Repeating a Grade) Help Struggling Learners? Conclusion: No
The Case Against Testing Young Children to Evaluate Teacher Effectiveness
Educating the Educators
Early Childhood Teacher Preparation: Connects and Disconnects