This work brings together the combined wisdom of a diverse group of experts involved with early childhood mathematics. The book originates from the landmark 2000 Conference on Standards for Pre-kindergarten and Kindergarten Mathematics Education Conference, attended by representatives from almost every state developing standards for young children's mathematics; federal government officials; mathematicians; mathematics educators; researchers from mathematics education, early childhood education and psychology; curriculum developers; teachers; policy makers; and professionals from organizations such as the National Conference of Teachers of Mathematics and the National Association for the Education of Young Children. The main goal of the Conference was to work collectively to help those responsible for framing and implementing early childhood mathematics standards. Although it has its roots in the Conference, the expanded scope of the standards and recommendations covered in this book includes the full range of kindergarten to grade 2. The volume is organized into two main parts and an online appendix.
Contents: Preface. Part I: Major Themes and Recommendations. D.H. Clements, Major Themes and Recommendations. Part II: Elaboration of Major Themes and Recommendations. Section 1: Standards in Early Childhood Education. S. Bredekamp, Standards for Preschool and Kindergarten Mathematics Education. C.E. Copple, Mathematics Curriculum in the Early Childhood Context. Section 2: Math Standards and Guidelines. K-H Seo, H.P. Ginsburg, What Is Developmentally Appropriate in Early Childhood Mathematics Education? Lessons From New Research. K.C. Fuson, Pre-K to Grade 2 Goals and Standards: Achieving 21st-Century Mastery for All. A.J. Baroody, The Role of Psychological Research in the Development of Early Childhood Mathematics Standards. A.J. Baroody, The Developmental Bases for Early Childhood Number and Operations Standards. L.P. Steffe, PSSM From a Constructivist Perspective. C. Sophian, A Prospective Developmental Perspective on Early Mathematics Instruction. D.H. Clements, Geometric and Spatial Thinking in Early Childhood Education. D.H. Clements, M. Stephan, Measurement in Pre-K to Grade 2 Mathematics. Section 3: Curriculum, Learning, Teaching, and Assessment. K. Richardson, Making Sense. S. Griffin, Number Worlds: A Research-Based Mathematics Program for Young Children. A. Klein, P. Starkey, Fostering Preschool Children's Mathematical Knowledge: Findings From the Berkeley Math Readiness Project. J. Sarama, Technology in Early Childhood Mathematics: Building Blocks as an Innovative Technology-Based Curriculum. B. Casey, Mathematics Problem-Solving Adventures: A Language-Arts-Based Supplementary Series for Early Childhood That Focuses on Spatial Sense. Section 4: Professional Development. R. Feiler, Early Childhood Mathematics Instruction: Seeing the Opportunities Among the Challenges. J.V. Copley, The Early Childhood Collaborative: A Professional Development Model to Communicate and Implement the Standards. J. Sarama, A-M. DiBiase, The Professional Development Challenge in Preschool Mathematics. Section 5: Toward the Future: Implementation and Policy. M.M. Lindquist, J.M. Joyner, Mathematics Guidelines for Preschool. Appendices: Reactions. D. Borkovitz, Afterword. J. Ware, Engaging Young Children in Mathematics. Agenda--Main Conference. Agenda--Follow-up Conference. State Standards. Biographical Sketches.