Teaching multiplication concepts: how language influences outcomes In part 1 of this post on language in mathematics, I shared some observations of two vastly different approaches to teaching the concept of multiplication. To recap, I provided a case study of my own two children: Alexander (aged 9) and Isabelle (aged 7). Alexander had learned multiplication […]
READ MOREUsing Language Stages to Guide the Development of Measurement Concepts (Part 2)
Using Language Stages to Guide the Development of Measurement Concepts Language can be used to guide the development of nearly all mathematics concepts including the development of measurement concepts. In fact, when language is used in the teaching of mathematics it forces curriculum planners to focus on concepts and not just skills or procedures. To […]
READ MOREIntroduction to Multiplication: Parent Observations and Actions (Part 1)
What’s a parent to do with two kids, two approaches, and two vastly different outcomes in teaching and learning the concept of multiplication basics? Similar to those reading this article, I am passionate about mathematics education, and as a parent of two young children, I am very interested in the homework they bring home! In […]
READ MORELanguage in Mathematics: Questioning Strategies in Math (Part 2)
Questioning as an Active Thinking Math Strategy This is Part 2 of a 3-part series: Math and Literacy Part 1: Activating prior knowledge and using schema to make predictions Math and Literacy Part 2: Questioning as an Active Thinking Math Strategy Math and Literacy Part 3: Visualization and Modeling Questioning, the second of the three research-based strategies […]
READ MORELanguage in Mathematics: Borrowing from Literacy Strategies (Part 1)
Math Literacy Strategy Activity #1: Activating prior knowledge and using schema to make predictions Over the years, elementary teachers in non-math subjects have made great use of research-based literacy strategies. These strategies increase reading comprehension by asking students to explore connections between what they’re reading and their previous experiences, background, or prior knowledge. The question […]
READ MOREArts-Integration: Empowering All Children
Arts-integration allows for accessibility in your classroom I am the first person to say that children should play to ensure they are connecting neural pathways in their brain to new concepts and skills. Play is the avenue in which they apply the new learning to the real world. However, there are many different approaches to […]
READ MOREInspiring Play in Young Learners: Play is Serious Learning!
Play is serious learning! As a child, I never understood how much Mr. Rogers would impact my life. I would wake up, get my glass of milk and eagerly watch Mr. Roger’s Neighborhood as he would teach me how to view the world through open eyes, how to accept each person for who they are, […]
READ MOREInspiring Play in Young Learners: Your Home is Their Play!
Using your home as a playground for math! As I sit back and watch my own two children, ages 6 and 8, I am still amazed at how they can entertain themselves for hours with joyful play. In the picture below, you will see Wyatt pretending to be the lion of the jungle (imagine his […]
READ MOREPretend Play for Preschoolers: Sometimes Play Just Needs a Nudge
Play is hard sometimes! With this generation of children, sometimes play can be an elusive beast to attain. With the invention of iPads, cable television, and computer games, children have learned to be entertained with animated “tech-sitters”. While this is my opinion alone, I believe it to be true. As I walk through early childhood […]
READ MOREInspiring Play in Young Learners: Trust the Child’s Play!
For a child, play is the essence of their world. Imagine you see a beautiful child at play in the sandbox at the local park. You assume the boy is around 2-3 years of age by his size and how he speaks with his peers. You see him scoop up a handful of sugary sand. […]
READ MORE