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Mathematics Concepts and Curricular Activities Content standards and mathematics concepts are heavily emphasized in preschool and primary grades curricula and classrooms. It is important for early educators to understand the hierarchical nature of how mathematical thinking grows and children’s need for concrete materials and hands-on experiences to eventually develop abstract reasoning. Each of the following […]

Mathematics Process Skills and Science/Engineering Practices Mathematics Process Skills Science/Engineering Practices Inquiry and problem solving Reasoning and proof Communication Connections Representations Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions

Mathematics and Science Standards Fundamental concepts and their application to problem solving in mathematics and the sciences are interrelated. This idea is reflected in the current national standards for mathematics and emerging new standards for science that integrate knowledge and process skills in mathematics and practices in science and engineering while also placing increasing emphasis

Mathematics and Science Standards Fundamental concepts and their application to problem solving in mathematics and the sciences are interrelated. This idea is reflected in the current national standards for mathematics and emerging new standards for science that integrate knowledge and process skills in mathematics and practices in science and engineering while also placing increasing emphasis

Documentation of Boat-Building Observations Ideas for Materials Things We Tried That Work Problems We Had So Far Paper Crumpling up paper in a ball keeps it from sinking. If paper stays in the water too long, it gets wet and collapses. Plastic lids We can use a lump of clay on the lid to hold

Documenting Childrens Thinking Using different strategies to document children’s work makes their thinking visible. Documentation gives teachers a means of reflecting on children’s cognitive growth to inform ongoing decisions about curricular materials, activities, and instructional strategies. For example, taking pictures and writing down children’s words or ideas as they work on a problem or inquiry

Social-Conventional Knowledge Conversations are part of teachers’ daily interactions with children. These exchanges provide numerous opportunities to help them develop socioconventional knowledge by modeling the language and vocabulary of mathematics and the sciences. As you describe and label what they do, you also ask them questions that prompt thinking. As an educator, you will want