Complex Counting in Kindergarten

Autor/inn/en	Sci, Eve; Kircher, Kristen Sendrowski; Shook, Heather
Titel	Complex Counting in Kindergarten
Quelle	In: Teaching Children Mathematics, 22 (2016) 7, S.434-441 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Mathematics; Mathematics Instruction; Kindergarten; Young Children; Computation; Preschool Teachers; Public Schools; State Standards; Mathematics Curriculum; Comparative Analysis; Elementary School Teachers; Elementary School Mathematics; Addition; Mathematics Achievement; National Competency Tests; Mathematics Tests; Academic Standards; New York + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Public school; Öffentliche Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	A team of teachers from the same New York City public school met to discuss and compare the Common Core State Standards for Mathematics (CCSSM) to their current math curriculum. The group consisted of four kindergarten teachers, a representative from the first-grade teaching team, and the school's math coach. During the first meeting, the first-grade teacher expressed a concern that many first graders relied on "counting up" to solve addition problems. She explained to the group that students who could not understand the commutative property when they arrived in September struggled when increasingly advanced addition strategies were taught. The goal for the group became clear: To find areas of the CCSSM that would provide opportunities for kindergarten students to build a strong foundation for advanced addition strategies. This article presents how the composing and decomposing small sets of objects can allow young students to see the whole group as well as the subsets that created the whole. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/teaching-children-mathematics/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01