education

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

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

  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

Facilitating Logicomathematical Knowledge with Infants and Toddlers Behavior/Activity Concept(s) Teacher Strategies Sorting objects Discerning similarities and differences among objects Offer a wide variety of toys in different shapes, colors, etc., such as large colored beads with containers or compartmentalized trays for sorting. Shaking, striking, beating instruments Counting beats and rhythm Provide objects that make sounds

Logicomathematical Knowledge From infancy, children start to notice relationships, and any time you introduce additional complexity, unfamiliar materials, or a problem to solve, you encourage children to construct and refine concepts and discern relationships between materials and ideas. For instance, because infants are developing object permanence (knowing that someone or something is present even when

Basic Science Equipment for Early Childhood Basic science/discovery materials promote observation of the natural world, data collection, and the conduction of experiments. A mathematics area should have ample space on the floor or tabletop for children to spread out materials and work in small groups. The science/discovery area should be located as close to a

Promoting Cognitive Development To create an environment that promotes the three types of cognitive knowledgeas well as learning about cause and effect, patterns, and problem solvingteachers should aim to: Provide a wide variety of interesting and challenging materials and experiences for children. Foster cognitive conflict by introducing discrepant events or information that motivate children to

Problem Solving Problem solving is a part of daily life for children and is fostered in a flexible environment that promotes exploration and experimentation (Catron & Allen, 2003; Seefeldt & Galper, 2004). Children are naturally curious and motivated to pursue questions and solve problems about why things happen and how things work, first through sensory

Cause and Effect Young children frequently display magical thinking, proposing preposterous or clearly unrealistic explanations (often humorous to adults) for why something happens because they have not yet discerned the relationship between cause and effect (Catron & Allen, 2003; Hendrick & Weissman, 2007). Determining why something happens and predicting what might happen when certain conditions