<p> This qualitative multiple case study sought to discover third-grade teacher perspectives of the strategies used when effectively implementing Cognitively Guided Instruction (CGI). Five exemplar third-grade teachers were purposefully selected based on recommendations from their principal and instructional coach. The purpose of the study was to learn how the implementation of the essential elements of CGI affected planning of mathematics lessons and how those elements were implemented into mathematics instructional practices. </p><p> The study utilized triangulation of data sources, including semi-structured interviews, observations, and document analysis. Based on the results from the first research question, planning for CGI lessons was found to be more difficult compared to planning for traditional mathematics lessons. The teachers spent more time developing word problems due to the lack of resources, because CGI is to be customized to meet the needs of the students. For the second research question, five themes emerged as strategies the teacher used for implementing CGI during class: 1) conceptualizing, 2) articulating, 3) using multiple strategies, 4) questioning, and 5) scaffolding. These strategies were employed by all teachers, but were differentiated by each teacher to best meet the needs of the students.</p>

<p> The present mixed-methods quasi-experimental study (embedding a case study and a mixed factorial within-between ANOVA test), conducted in a private English school in Limassol, Cyprus, investigated how the use of the schematic learning aids (researcher-made color-coded flash-cards and grids) influence year-2 children's ability to read, write and represent Hindu-Arabic numerals and how these number representations affect their arithmetic competency. This was achieved by comparing an intervention group (n=16) and a control group (n=17) before and after the 2-week intervention. </p><p> It is concluded that the use of the place-value learning aids facilitates numeration system conceptual understanding , reading, writing and representing numbers (in canonical and non-canonical form) by thinking in terms of "100s", "10s" and "1s" (or in terms of color-coded cards). Students visually relate the face-value of the digits (e.g. "3" and "5") of the number (e.g. "35") with the number of flash-cards to be used for the canonical representation (three orange cards and five blue cards). Children also understand how "53" differs from "35" or "503". It is further concluded that the use of the learning aids facilitates addition and subtraction performance in terms of "hundreds", "tens" and "ones" (rather than just "ones") either mentally or by constructing canonical and non-canonical representations with the use of the flash-cards and grids or by constructing abstract representations on paper. Students realize that ten cards of one color can be exchanged with one card of another color (or vice versa). Students further understand how "35-2" differs from "35-20" and how "51-32" differs from "52-31". </p><p> Quantitative data are in agreement with qualitative data, suggesting that children's arithmetic competency is enhanced when taught how to represent numbers, additions and subtractions with the use of the learning aids. The control group mean score increase from before to after intervention was 1,24 marks, compared to an increase of 11,06 marks for the intervention class. The medium to large Cohen's d effect sizes of 0,51 (comparing the intervention group score increase to the control group score increase) or 0,57 (comparing the intervention group score from before to after) indicate strong practical significance.</p>

<p> A Multi-Tier System of Support (MTSS) for academic skills is widely recognized as the best practice framework for supporting all students. Additionally, the recent shift from constructivist pedagogy toward more intentional teaching of mathematics at the preschool level has encouraged more explicit mathematics instruction with younger children. In spite of these advances, there are no published best practice guidelines for implementing MTSS for mathematics at the prekindergarten level. The current study sought to investigate one possible way to implement effective instructional practices for preschool mathematics within a multi-tier system, including the use of validated screening and progress monitoring instruments. A centers-based mathematics curriculum was implemented at the universal level within an inclusive preschool classroom. Universal screening was conducted using curriculum-based measurement (CBM) in order to identify at-risk students in need of additional instruction. A supplemental prekindergarten program was implemented with small instructional groups at the secondary tier of support. Students receiving supplemental instruction were progress-monitored using growth-sensitive CBMs in a multiple baseline across dyads research design. Results and limitations of the study are discussed. Finally, topics for future exploration in preschool mathematics are suggested. </p>

<p> The purpose of this study was to examine children's musical and mathematical behaviors as they participated in an interdisciplinary pre-K curriculum. Research questions were: 1. What connections&mdash;if any&mdash;do young children make between music learning and mathematics learning? 2. Is there a relationship between young children's emergent rhythm development and emergent numeracy development? </p><p> To address these questions, a concurrent embedded mixed-methods design was utilized. One intact class of 14 preschool children were observed at predetermined points throughout the Spring 2012 semester through participant observation and video footage of music classes, math activities, and other times where music was used in the curriculum. Interventions for classroom and music teachers were intended to foster developmentally appropriate practice in music and mathematics. Music aptitude and pre- and post-test measures of early music rhythm achievement and early numeracy achievement were correlated to embed a quantitative dimension. </p><p> Observed rhythm responses included movement such as (a) continuous, free-flowing motion during songs; (b) steady beat motions of bouncing, tapping, and clapping; and (c) rhythmic body motions of tapping or clapping rhythm patterns; chanted responses of (a) echoed rhythm patterns, (b) improvised rhythm patterns, and (c) parts of poems. Sung responses included singing with a light quality in initial singing range, as well as resting tone and tonal patterns. Mathematical responses included subitizing, one-to-one correspondence, counting fingers, forward and backward verbal counting, and using finger patterns to count on, and add and subtract numbers less than 10. </p><p> Limited, but supportive quantitative evidence was found regarding the relationship of early rhythm and early mathematics development. Emergent themes, <i> community of learning and sharing, expanded social conventions,</i> and <i> reinforcement of learning,</i> revolved around current thought that learning is both individually and socially constructed. That some children express themselves more readily through music and others through mathematics was supported; carefully selected song literature that meets both music learning and mathematics learning objectives can elicit observable musical and mathematical responses and may reinforce learning connections. Recommendations include replication with a design that addresses limitations of the present study and increased music and math pedagogy courses and professional development for pre-K classroom teachers.</p>

Thesis (Ph.D.)--Indiana University, School of Education, 2008. / Title from home page (viewed on Jul 23, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4293. Adviser: Genevieve M. Williamson.

<p> This research explored the nuances of co-creating and implementing a co-constructed and reconceptualized Kindergarten mathematics curriculum including innovative teaching practices such as number talks, math baskets, and counting collections to examine their impact on a student's mathematical identity, mindset, and content knowledge. The goal of this research was to provide a counter-story on mathematics curriculum in an early elementary classroom setting with a focus on social justice and equity. The project employed qualitative methodologies using a bricolage approach. A critical theoretical framework and related postdiscourses guided my research design, data collection, and analysis. Data sources for this study included a reflective journal kept by myself as a teacher-researcher focused on mathematical curriculum experiences, semi-structured focus group discussions with students, and electronic student artifacts collected over a twelve-week period in the late fall and winter of a school year. Data was analyzed using open and thematic coding. The major themes that emerged were used to create a community autoethnographic narrative via a bricolage of vignettes. The large and overarching theme of social justice and equity permeated the research findings in connection with students establishing a mathematical identity and mathematical mindset. Other themes included: (a) "growing our math brains"; (b) culturally relevant pedagogy (CRP); (c) operating as a community of learners; (d) students taking ownership of their mathematical learning; (e) teacher as ethnographer, facilitator and co-creator of learning; (f) making math meaningful and tangible; (g) play, enjoyment, and fun during math learning; and (h) meeting or exceeding standards with a localized curriculum in lieu of following a standardized curriculum. The vignettes and subsequent analyses are not intended to be a replicable mathematics curriculum for Kindergarten students. Rather, the vignettes are intended to inspire teachers to reconceptualize mathematics curriculums that influence their young students' mathematical identities. It is suggested that a reconceptualized and co-constructed mathematics curriculum will have a lasting influence on the mathematical mindset and identities of young students.</p><p> Keywords: reconceptualized mathematics curriculum; mathematical identity; mathematical mindset; number talks; math baskets; criticalism; social justice and equity; bricolage; community autoethnography; Kindergarten; early childhood education</p><p>

<p> An emergent area of research pertains to early numeracy, or number sense. Early numeracy plays a significant role in the development of mathematics skills, and researchers have recognized its importance for overall academic achievement. This study surveyed practicing school psychologists to investigate current early numeracy training and practices. A nationwide sample of 279 school psychologists completed a Web-based survey modeled after the available early numeracy research. The majority of individuals reported receiving at least one professional development training for academic concerns per year. A larger number of participants had training for reading and early literacy compared to early numeracy. Related to early numeracy practices, more respondents reported being involved in screening and assessment in contrast to intervention and progress-monitoring. Typically, students were screened in kindergarten through fifth grade using measures such as AIMSweb: Computation and AIMSweb: Problem-Solving. The most often utilized early numeracy instrument was AIMSweb: Number Identification. Most frequently, group academic assessments used were comprised of state tests, and individual measures were often broadband or screener-type measures. Commonly used curricular interventions have demonstrated limited to moderate levels of evidence. Only Classwide Peer Tutoring had a strong level of intervention effectiveness. Intensive interventions that were noted as being regularly implemented (e.g., Board Games, Explicit Instruction, Peer Tutoring, Touch Math) were mainly instructional in nature. The results for consistently used progress-monitoring tools were similar to those for screening (computation, problem-solving, and number identification). Perceived facilitators of participants' early numeracy involvement entailed administrator support and the topic being a current need in schools. School psychologists noted lack of resources and time as two main hindrances for their involvement in early numeracy activities. The implications of this study include increased early numeracy training, involvement in intervention and progress-monitoring, screening practices, alignment with the Common Core Standards, and time allocation and resources. Limitations of the current research were: low response-rate, lengthy survey, and non-response for specific early numeracy components. Finally, potential future research includes investigating progress-monitoring instruments for students in earlier grades, interventions for students with mathematics disabilities (e.g., retention, generalization of skills), home-school partnerships for early numeracy skills, and validation of technological applications. </p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4082. Adviser: Arthur Baroody. Includes bibliographical references (leaves 83-89) Available on microfilm from Pro Quest Information and Learning.

Made available in DSpace on 2016-04-04T18:33:12Z (GMT). No. of bitstreams: 1 Ana Cristina Fonseca.pdf: 1411916 bytes, checksum: 430c126b2ad1fac0272c3fa9e10e205c (MD5) Previous issue date: 2013-10-04 / This study aims to analyze and understand the pedagogical practices of early childhood education related to the development of mathematical concepts to children five years of a municipal public school Campinas and reflections and approximations of these practices in the 1st year of elementary school . We present first a theoretical approach on child development , conceptions of childhood and play. Also our studies on mathematics in early childhood and the difficulties encountered in working on mathematical literacy and inclusion of meaningful activities that allow the construction of the concept of number by children . This study attempts to print meaning to the knowledge needed for school children , in the relations of learning mathematical concepts and implications for the continuity of the same in the early years of elementary school. Participated as research subjects a teacher Cluster III Childhood Education and her students , a teacher of 1st year of elementary school and curriculum coordinator of the Municipal Education Campinas . Observed episodes of the work of a group of cluster III School of Early Childhood Education . The research problem thus announces : How knowledge / knowledge related to mathematics are developed in early childhood education rooms and how they are perceived by elementary school teachers ? The methodology was qualitative , which were used as methodological resources : 1 ) interviews about the participants' understanding of the work with mathematics in kindergarten , about the contributions of this work for the students of 1st year of elementary school and prospects that such work offers classes for 1st year . ; 2 ) observations of episodes of work with mathematics classroom grouping III . The analysis is given from three categories : Working with mathematics in kindergarten - conceptualization and planning ; Playing in Early Childhood Education - contributions to literacy ; Initial and continuing the teachers of kindergarten and the early years of elementary school - the challenges of mathematics . As a result of this investigation it is possible to say that the actions developed in early childhood education , specifically those related to mathematics , are still poorly considered in the work of the early years of elementary school and that there is still a lot to make efforts with regard to training teachers of kindergarten and the early years of elementary school in order to better prepare them to work with mathematics in these stages of basic education. / Este estudo tem como objetivo analisar e compreender as pr?ticas pedag?gicas da educa??o infantil relacionadas ao desenvolvimento de conceitos matem?ticos com crian?as de cinco anos de uma escola publica municipal de Campinas e os reflexos e aproxima??es dessas pr?ticas no 1? ano do Ensino Fundamental. Apresentamos inicialmente uma revis?o te?rica da abordagem sobre o desenvolvimento infantil, as concep??es de inf?ncia e do brincar. Tamb?m nossos estudos sobre ? matem?tica na inf?ncia e as dificuldades encontradas no trabalho relacionado ao letramento matem?tico e ? inser??o de atividades significativas que possibilitem a constru??o do conceito de n?mero pelas crian?as. Este trabalho buscou imprimir significado aos saberes necess?rios para a escolariza??o infantil, nas rela??es de aprendizagem de conceitos matem?ticos e as implica??es para a continuidade do mesmo nos anos iniciais do Ensino Fundamental. Participaram como sujeitos da pesquisa uma professora de Agrupamento III da Educa??o Infantil e seus alunos, uma professora de 1? ano do Ensino Fundamental e o coordenador de Curr?culo da Secretaria Municipal de Educa??o de Campinas. Observamos epis?dios dos trabalhos de uma turma de agrupamento III da escola de Educa??o Infantil. O problema de pesquisa assim se anuncia: Como os conhecimentos/saberes relacionados ? matem?tica s?o desenvolvidos em salas de Educa??o Infantil e de que maneira s?o considerados pelos professores do Ensino Fundamental? A metodologia utilizada foi de car?ter qualitativo, onde foram utilizados, como recursos metodol?gicos: 1) entrevistas a respeito da compreens?o dos participantes sobre o trabalho com a matem?tica na Educa??o Infantil; sobre as contribui??es desse trabalho para os alunos do 1? ano do Ensino Fundamental e as perspectivas que tal trabalho oferece para as turmas de 1? ano.; 2) observa??es de epis?dios de trabalho com a matem?tica em sala de agrupamento III. As an?lises se deram a partir de tr?s categorias: O trabalho com matem?tica na Educa??o Infantil concep??es e planejamento; O brincar na Educa??o Infantil contribui??es para a alfabetiza??o; Forma??o inicial e continuada das professoras da Educa??o Infantil e anos iniciais do Ensino Fundamental- os desafios da matem?tica. Como resultados desta investiga??o ? poss?vel dizer que as a??es desenvolvidas na Educa??o Infantil, de maneira espec?fica aquelas relacionadas ? matem?tica, ainda s?o pouco consideradas no trabalho dos anos iniciais do Ensino Fundamental e que h? ainda muito o que empreender esfor?os no que se refere ? forma??o de professores da Educa??o Infantil e dos anos iniciais do Ensino Fundamental no sentido de melhor prepara-los para atuar com a matem?tica nestas etapas da educa??o b?sica.