Young Children's Mathematics: Cognitively Guided Instruction in Early Childhood Education

by Thomas P Carpenter, Megan Loef Franke, Nicholas C. Johnson, Angela C. Turrou, Anita A Wager

Overview

"Young children are naturally curious and observant, and enter school ready to connect their rich informal understandings about the world around them to their experiences in classrooms.”
—Thomas Carpenter, Megan Franke, Nicholas Johnson, Angela Chan Turrou, and Anita Wager

Cognitively Guided Instruction (CGI) has helped hundreds of thousands of teachers better understand how their students think mathematically. Young Children’s Mathematics, the newest addition to the CGI family of books, explores the development of mathematical understanding in the youngest learners. Young children’s everyday lives are full of mathematically-related conversation and play—and they enter school ready to make connections with these informal experiences. This book helps teachers recognize opportunities for making these connections by examining:

• how children apply their emerging counting skills to problem solving situations
• how teachers effectively engage with young learners to support their mathematical development
• How noticing the details of what children can do helps us to build on their partial understandings
• ways to bridge children’s mathematical worlds at home and school

Reinforced with classroom video clips, Young Children’s Mathematics provides an in-depth, research-based look at how children’s early learning develops and how teachers can authentically promote this kind of sense-making in mathematics.

Product Details

ISBN-13:	9780325078120
Publisher:	Heinemann
Publication date:	10/26/2016
Edition description:	New Edition
Pages:	160
Sales rank:	641,264
Product dimensions:	7.20(w) x 9.20(h) x 0.50(d)

About the Author

Thomas Carpenter was Professor Emeritus of Curriculum and Instruction at the University of Wisconsin-Madison, where he taught for twenty-five years. He is the former editor of the National Council of Teachers of Mathematics (NCTM) Journal for Research in Mathematics Education, and has received the NCTM Lifetime Achievement award for Distinguished Service to Mathematics Education (2004) among other awards. Tom passed away in August 2018, leaving behind a vast legacy to mathematics education thanks to his research into Cognitively Guided Instruction (CGI). That work, created by him and his team of researchers and authors, is available to all teachers in his influential and popular books Children's Mathematics, Thinking Mathematically, and Young Children's Mathematics. In addition, members of Tom's team have already begun the process of extending out from his work in CGI with Extending Children's Mathematics.

​Read more about Tom and his legacy, including warm remembrances from other influential members of the field of mathematics education.

Megan Loef Franke is a Professor in the Graduate Department of Education at UCLA where her research focuses on supporting teacher learning for both pre- and in-service teachers, diversity in mathematics education, and leadership in urban low performing schools. She was recently elected to the National Academy of Education.

Megan is known for her work on Cognitively Guided Instruction (CGI), her leadership in UCLA's Center X, and her ongoing professional development work to support teachers, schools, and communities.

Read a recent blog by Megan: What is Cognitively Guided Instruction?

Follow her on Twitter @meganlfranke

Anita Wager is Associate Professor in Curriculum and Instruction at the University of Wisconsin-Madison.

Angela Chan Turrou is a researcher and teacher educator at the University of California, Los Angeles.

Follow her on Twitter @Angelaturrou

Nicholas Johnson is a mathematics educator and researcher. He is currently a Doctoral Candidate in Urban Schooling at the University of California, Los Angeles.

Follow him on Twitter @CarrythZero

Table of Contents

Acknowledgments iv

1 Introduction 1

2 Foundational Concepts of Counting and Number 7

3 The Development of Children's Counting 21

4 Extending Counting to Solve Problems 41

5 Classroom Spaces That Support Children's Counting 52

6 Solving Story Problems 70

7 Responding to Young Children's Mathematical Thinking 98

8 Designing for Home-School Connections 117

9 Extending Counting to Develop Grouping and Base-Ten Understanding 129

10 Conclusion: Toward Coherence and Understanding 143

Appendix: Video Focus Questions 148

References and Suggested Reading 152