Big Math for Little Kids

Carole Greenes, Herbert P. Ginsburg, Robert Balfanz

Research output: Contribution to journalArticle

72 Citations (Scopus)

Abstract

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?

Original languageEnglish (US)
Pages (from-to)159-166
Number of pages8
JournalEarly Childhood Research Quarterly
Volume19
Issue number1
DOIs
StatePublished - 2004
Externally publishedYes

Fingerprint

Mathematics
mathematics
Learning
Language
learning
Exploratory Behavior
language
Mental Competency
literacy

Keywords

  • Communicating mathematically
  • Mathematics curriculum
  • Mathematics learning

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education
  • Sociology and Political Science

Cite this

Big Math for Little Kids. / Greenes, Carole; Ginsburg, Herbert P.; Balfanz, Robert.

In: Early Childhood Research Quarterly, Vol. 19, No. 1, 2004, p. 159-166.

Research output: Contribution to journalArticle

Greenes, Carole ; Ginsburg, Herbert P. ; Balfanz, Robert. / Big Math for Little Kids. In: Early Childhood Research Quarterly. 2004 ; Vol. 19, No. 1. pp. 159-166.
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