Mathematics in Early Childhood Inclusive Education: Learning Trajectories
Presenter Type
UNO Undergraduate Student
Major/Field of Study
Teacher Education
Other
Early Childhood Inclusive Education
Advisor Information
Assistant Professor Early Childhood and Elementary Mathematics
Location
MBSC Ballroom Poster # 807 - U
Presentation Type
Poster
Start Date
24-3-2023 1:00 PM
End Date
24-3-2023 2:15 PM
Abstract
The United States has fewer higher-performing and more lower-performing students than many other countries, especially in math (Clements & Sarama, 2021; Carr, Mackey, & Schleicher, 2019). From the start, children have boundless interest and curiosity in math as well as the ability to learn and think like mathematicians. The math children know when they enter kindergarten predicts their success in core components of development such as social, emotional, literacy, critical thinking, and problem solving for years to come (Clements & Sarama, 2021; Duncan, et al., 2007). Therefore, teaching mathematics goes beyond familiarity with numbers and memorizing key strategies to solve equations (National Council of Teachers of Mathematics, 2014). Good mathematics instruction in early childhood settings allows children to experience math as they play and explore their world, using what prior knowledge children already have to build upon and expand their mathematical brains in ways that makes sense to them. No matter their background, all children are capable of excelling along mathematical learning trajectories when given the opportunity and guidance (Clements & Sarama, 2021).
In this poster session, I will explain what math learning trajectories are and describe the three components that encompass them. I will unpack the learning trajectories of Quantity, Number, and Subitizing, along with Early Addition, Subtraction, and Counting Strategies. I will tie these trajectories to my own findings through hands-on data collection and analysis in the early childhood educational field, working with children ages 6 weeks through third grade. My findings will primarily focus on identifying the similarities or differences in how these learning trajectories develop at various ages and hope to provide a snapshot into the mathematical beginnings of a child as well as how those abilities are shaped through their mathematical experiences. With this project, I aim to better understand how a child thinks mathematically in the critical early stages of their lives and analyze how this information will enhance my abilities to impact student learning as an early childhood educator.
Scheduling
9:15-10:30 a.m., 10:45 a.m.-Noon, 1-2:15 p.m., 2:30 -3:45 p.m.
Mathematics in Early Childhood Inclusive Education: Learning Trajectories
MBSC Ballroom Poster # 807 - U
The United States has fewer higher-performing and more lower-performing students than many other countries, especially in math (Clements & Sarama, 2021; Carr, Mackey, & Schleicher, 2019). From the start, children have boundless interest and curiosity in math as well as the ability to learn and think like mathematicians. The math children know when they enter kindergarten predicts their success in core components of development such as social, emotional, literacy, critical thinking, and problem solving for years to come (Clements & Sarama, 2021; Duncan, et al., 2007). Therefore, teaching mathematics goes beyond familiarity with numbers and memorizing key strategies to solve equations (National Council of Teachers of Mathematics, 2014). Good mathematics instruction in early childhood settings allows children to experience math as they play and explore their world, using what prior knowledge children already have to build upon and expand their mathematical brains in ways that makes sense to them. No matter their background, all children are capable of excelling along mathematical learning trajectories when given the opportunity and guidance (Clements & Sarama, 2021).
In this poster session, I will explain what math learning trajectories are and describe the three components that encompass them. I will unpack the learning trajectories of Quantity, Number, and Subitizing, along with Early Addition, Subtraction, and Counting Strategies. I will tie these trajectories to my own findings through hands-on data collection and analysis in the early childhood educational field, working with children ages 6 weeks through third grade. My findings will primarily focus on identifying the similarities or differences in how these learning trajectories develop at various ages and hope to provide a snapshot into the mathematical beginnings of a child as well as how those abilities are shaped through their mathematical experiences. With this project, I aim to better understand how a child thinks mathematically in the critical early stages of their lives and analyze how this information will enhance my abilities to impact student learning as an early childhood educator.