TY - JOUR
T1 - Big Math for Little Kids
AU - Greenes, Carole
AU - Ginsburg, Herbert P.
AU - Balfanz, Robert
N1 - Funding Information:
Development of Big Math for Little Kids™ was funded by the National Science Foundation (Grant # ESI-9730683) for the period 1998–2002, and was carried out in Baltimore, Boston, and New York City. Each of the three sites involved a university and one or more pre-kindergartens, kindergartens, or daycare/extended-day centers in both low- and middle-income areas. The program is now available from Dale Seymour Publications, Pearson Learning Group.
PY - 2004
Y1 - 2004
N2 - Big Math for Little Kids , a comprehensive program for 4- and 5-year-olds, develops and expands on the mathematics that children know and are capable of doing. The program uses activities and stories to develop ideas about number, shape, pattern, logical reasoning, measurement, operations on numbers, and space. The activities introduce the mathematical ideas in a coherent, carefully sequenced fashion, and are designed to promote curiosity and excitement about learning and doing mathematics. The program produces playful but purposeful learning of deep mathematical ideas, and encourages children to think about and express their mathematical thinking. Throughout the program, great emphasis is placed on the development of mathematical and mathematics-related language. Our observations suggest two broad questions for future research: What kinds of competence can children develop in the context of a rich mathematics environment? In what ways can mathematics learning promote language and literacy?
AB - Big Math for Little Kids , a comprehensive program for 4- and 5-year-olds, develops and expands on the mathematics that children know and are capable of doing. The program uses activities and stories to develop ideas about number, shape, pattern, logical reasoning, measurement, operations on numbers, and space. The activities introduce the mathematical ideas in a coherent, carefully sequenced fashion, and are designed to promote curiosity and excitement about learning and doing mathematics. The program produces playful but purposeful learning of deep mathematical ideas, and encourages children to think about and express their mathematical thinking. Throughout the program, great emphasis is placed on the development of mathematical and mathematics-related language. Our observations suggest two broad questions for future research: What kinds of competence can children develop in the context of a rich mathematics environment? In what ways can mathematics learning promote language and literacy?
KW - Communicating mathematically
KW - Mathematics curriculum
KW - Mathematics learning
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U2 - 10.1016/j.ecresq.2004.01.010
DO - 10.1016/j.ecresq.2004.01.010
M3 - Article
AN - SCOPUS:1842659813
SN - 0885-2006
VL - 19
SP - 159
EP - 166
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
IS - 1
ER -