Concept Development in cf Mathematics . and Scienceopsectives afer it you shoud bea Define ont develope. dente anceps iden re deli. Dect he conmerltes between mth ae ene pn he puro of the principles hol mathematics. Understand te inporance of profesional stndads for matematis and ence. Desibe th pupae fos pits Late exanples of Pages deepen stages of tought, Campare Pagers and Voy’ eves of mental developmet. oily conserving 2d nronsenng beh, rst hy coseain san inperat Sento ask. |= Bipn hw young itn acre owl ary childhood is a period when children actively en- tgige in acquiring fundamental concepts and learning fundamental proces skis. Concepts are the build- ing blocks of knowiedge: they allow people to organize and categorize Information, Concepts can be aplled to the solution of new problems that are met in everyday ‘experience. As we watch children in thelr everyday ae tivities, we ean observe concepts beng constructed and sed. For example = One-to-one correspondence. Passing apples. one 10 ‘8 Counaing. Counting the pennies fom a penny bank, the numberof tras needed forthe crenata table, or the numberof rock rock lection, Classi. Placing square shapes in one ple and ‘ound shapes in another: patingcarsin one ‘garage end trucks in another Measwing. Pouring sand, water, ice, or othr materials fom one container to another. ‘Asyouproceed through tistext, you willse that young chailren begin to construct many concepts dur the ir-Period (the years before children ene first aca child ata table; puting pegs in pegboard holes: puting aca in each garage bull rom Locks. preprae) They also develop processes that enable them to ‘apply their newly acquired concepts and to elarge cur rent concepts and develop new ones, Daring the preprimary perid, children learn and begin to apply concepts basi to both mathematics and ry period (grades 1-3). they apply these early base concepts to explore ‘more abstract inquiries in slence and to help them un derstand the use of standard units of measurement as well ss such mathematical concepts as adation, sub- traction, mulipication and division As young, children grow and develop physically soctaly, and mentally thei concepts aso grow and de relop. Development refers to changes that tae place asa rest of growth and experience. Development fo: Jowsan individual timetablefor cach chil itis aseriesor cepa sd Skil: Begining Po MITA m Hoe Concepts Develop 3 sequence of steps that each child reaches ane at time. Dilferent childrenof thesameagemaybe weeks, months, ‘revena yearor two apartinreachng certain stagesand sill be within the normal range of development. This {ext examines concept developmentin math andscience ‘rom birth through the primary grades. Foran overview of tisdevelopment sequence, segue I-1 Concept growth and development begins in in fancy. Babies explore the world with their senses. They look. touch smal, hear. and taste. Children ae bora cu. rious. They want to know all abou their environment. Babies bepin to learn ideas of sive, weight, shape, time, land space. As they lok about, they sense thei ative smallness. They grasp things nd find that some iin thee tiny hands and others donot. Infants learn about ‘weight when items ofthe same sie cannot always be ofr Unening Reied andaenal ‘Apple’ Higher Level ‘Pima Sensrinotr (ith Obseratin * Sect tegen Sap Spa see Secee Fans (5 ‘Gnphiog Coes ston and Concessions Wine sumer Manone with Figue 1 The development of math and scence cones an proces sl.SAPSECTION 1 Cove! Development in Mathamates and Seence IidTey lar about shape Some tings tay where they pot tho, whoren hors roll aay Chien Ieen ime sequences, When they wake up. he fel We fl mer ny ery carter comes, Thy are hanes then Next they pink et ied an > fof ep Aint ain oe hs den Beale sor Ty areca nace ina pane. ot icra tice the ving rom A baies Til look and then move they acer space. Some spacer ie Some paces eal Astofants craw an cecpo explore thelr envionment. they evel a concept space As children learn to crawl, stand. and wall, they are fee to discover more on their own ad learn to think fr themselves. They hold and examine more things They go over under and nade large objets and Aiscover ther size relative to them, Toler sor things, ‘They put them in piles—of the same col, the saine Sir. the same shape, or withthe sae use. Young chit fren pour sand and water into containers of diferent slaes. They ple blocks into tal structures andsee the fall and become small parts agin. They buy fod at play store and pay with play money. As chleren cook Imaginary fod, they measure Imaginary ft, sl and mk. They set the able in tir pay then, put ting one of everything at each plae just as done at hhome. The tre exploring and experinentation of the frst two years are the opportunity forthe devslopment of muscle coordination and the senses of tae, smell, sight, and hearing. Children need these skis basis foefature learning. ‘As young children leave toddlerhood! and enter the preschool and kindergarten levels of the prepi- ‘mary peeiod, exploration continues to be the ist step In dealing with new situations: at this thne, however, they also begin to apply basle concepts to collecting fand organizing data to answer a question Collecting data requires sills in observation, counting, recording, and organizing. For example, for a scence investiga tion, kindergartners might be interested inthe process of plant growth, Suplied wit ina bean seeds wet pe et towels, and glass jars, the children place the seeds so they are held against the sdes of the jars with wet Paper towels, Bach day they add water as nesdod and observe what is happening tothe sees. The dictate their observations to their teacher who recon them ‘on a chart, Each chil also plants some beans m dt i ‘small container, such as paper or plastic cup, The teacher supplies each child with a chat forbs or her bean garden. The ehildeen check off eoch day on thet charts untl they see a sprout igure 1-2) Then they count ow many days it took fora sprout to appear they compare this number with those of the oer class members an also with the tne takes forthe soeds in the glass jars fo sprout. Thus. the children have used ‘the concepts of number and counting, one-one cor- respondence. time, and comparison of the number of items in two groups. Primary children might attack the same problem but can operate more independertly and record mor information, use stndard measuring tools (ie, rues), and do background reading on tht own, References that provige development guidelines charts for mathematics instruction include Clemens and Sarama (2003), Clements and Sarama (20K). Geist (2001), and “Learning PATHS (2003).gue 1-2 Mary records each ay that passes unt er bean seal sous (Children lear throug hanson experienc COMMONALITIES IN MATH AND SCIENCE IN EARLY CHILDHOOD ‘The same fundamental concepts, developed in early childhood. undeele a young childs understanding of math and scence. Much of our understanding of ow ‘and when this development takes place comes from research based on Jean Paget's and Lev Vygotsky's theories of concept development. These theories are briefly described inthe next part of the unit. First, the commonalities that tle math and science together are examined, “Math and scence ate interrelate: fundamental mathematics concepts such as comparing, classlying. ‘and measuring ae simply called process sills when applied to science problems. (See Unit 5 for & more (WUT a How Concepts Develop $ Insdpth explanation, That, fundamental math con- cepts are needed to solve problems in sence. The other science proces sills (observing. communicating infer ring. hypothesting, and defining and controlling variables) are equally important fr solving problems Inboth science and msthematis. For example. consider the priniple ofthe ramp, a basic concept in physics, ‘Suppose a 2-oot-wide plywood board is leaned against ‘large block so thatit becomes a ramp The children are ven a number of balls of diferent saes und weights to roll down the ramp. Once they have the idea of the {game through free exploration, the teacher might pose Some questions: “What do you think world happen if ‘vo balls started to rll at exactly the sme time from the top of the ramp2" “What would happen #f you changed the height of the ramp or had two ramps of Aflerent heights oe of diferent lengths2” The students could guess, explore what actually happens when us ing ramps of varying steepness and length and balls of various types, communicate thee observations, and describe commonalities and diferences. They might ‘observe dillerences in speed and distance traveled con- {ingent on the sie or weight of the bal. the height and length of the ramp, or other varlables, In this ex Ample, children could tie math concepts of speed, dis tance. height length, and counting (how many blocks ate propping each ramp2) while engaged in slentiic observation Block building also provides setting forthe in tegration of math and scence (Chalufou, Hlsington, Moriarty, Winokur, & Worth, 2004). Chalufour and colleagues Identify the overlapping processes of ques: tioning, problem solving, analyng reasoning, com- runicating, connecting. representing. and investigat- Inga wel asthe common concepts of shape, pattern, measurement. and spatial relationships. For another ‘example, suppose the teacher brings several pices of Fruit to dass one red apple, one green apple wo or anges, two grapeult, and two bansnas. The chien examine the fait to lscover as much about it as pos sible, They observe sae, shape, color, extre, ase, and ‘composition (ley or dry, segmented or whole, seeds for secs, ete). Observations may be recorded using ‘counting and clasifcation sills (How many of each Fruit type? OF each colo? How many are spheres? How6 SECTION Ye concep evelopment in Mathematiesand Since ‘many are juey?). The fruit can be wolghed and mea sured, prepared fr eating, and dvided equally among the students ‘As with these examples, willbe seen throughout the text that math and science concepts and sills can be acquired as children engage in traditional early childhood actvites—such a. playing. with blocks. Water sand, and manipulative materials—and also Alring dramatic play, cooking. racy. and outdoor PRINCIPLES AND STANDARDS FOR SCHOOL MATHEMATICS AND SCIENCE In 1987, the National Association forthe Raucation of Young Children (NAEYC) published Devepmentlly Anpropriate Practice in Lary Childhood Programs Serving Children fos Birth ehrongh ge Eight Bredekamp, 1987) a8 guide lor eatly childhood instruction, In 1997.8 Fevised set of guidlines was published (Bredekamp & Coppe, 1997) by NAEYC. In 1989, the National Cou til of Teachers of Mathematics (NCTM) published stan dards for kindergarten through geade 12 mathematics turriculum, evaluation. and teaching. This public tion ws followed by two others, Prfslona Standards Foe Teaching Maternatice (1991) and Assessment Sta ‘ards or School Mathematies (1995). In 2000, based on fan evalvation and review ofthe previous standart publications, NCTM pulsed Principles ond Standards Jor School Macht. A major change ts the age and {rade catgory levels isthe Inclusion of preschool. The firs evel is now prekindergarten through grade 2.1Uis important to eecognlae that preschoolers have an In formal knowledge of mathematis that can be built on and reinforced, but one must keep in mind that swith ‘older children, not all preschoolers will enter school With equivalent knowledge end capabililes. During the preschool years, young children’ natural curiosity ‘and eagerness (oar can be exploited to develop joy and excitement in learning and applying mathematics Concepts and sill. Ax in the previous standards, the Fecommendations inthe current publication are based fon the bel that “students learn important mathemat ‘al ll nd proceses with understanding” (NCTM, 2000, p. i. That freer than simply memorsing children should acquire a true knowledge of concep: and processes. Understandings not present when hilren learn mathematics as ole sls and pro ‘cedures. Understanding develops through interaction ‘vith materials peers, and supportive adulsin settings ‘where students have opportunities to consruct their ‘wn elationships when they fst meet a new topic. x fact how this takes place val be explained farther in thetext Tm 2002, the NAEYC and NCTM issued a join position statement on carly childhood mathemat- tes (NCTM & NAEYC, 2002), This statement focuses fon math for 3-6-yenrolis, claborating on the NCTM (2000) pre-K-2 stendards, The highlights for instruction are sammarlzed in "Math Expersances That Count!” (2002 Principles of School Mathematics The Peinciples of School Mathematics are statements reflecting basic rules that guide high-qualty mathe ‘matics education. The lloing six principles describe the overarehing. themes of mathematics nstruction (NCTM, 2000. 11), uit: High expectations and strong support for all students Ccurvicutan: More tha collection of activites: must be ‘herent, focused on important mathematics. and well articulated across the grades, ‘aching: Bective mathematics teaching requires un- derstanding of what students know and need to Year and then challenging and supporting them to earn well Learning: Stents must learn mathematics with vn ‘etstanding. actively balding new knowledge for experience and prior knowledge Assesone: Assessment should support the earning of important mathemati and furtsh uses informa tm ta both teachers and stadents Telnoloyr Technology # essential hn weching and learning mathematics: it influences the mathematics that lb taught und enhances student lerning. (Soe Appendix B fora is of suggested softwere fr eh dren and software resources.) “These principles should be used as gull to nstruc- ‘om inal subjects, not ust mathematicsWUT m Hove ConcetsDeveop 7 Standards for School Mathematics rade 2, with examples of the expectations outlined for ‘ach standard (Figure 1-3)-The fist five standards are rds provide guidance sto whatchilrenshould content goals for operations agra, geometry. meas know and be able to do a diferent ages and stapes. Te iement, and data analysts and probability, The next Standards are described for prekindergarten through five standards include the process of problem solving. Wiener) Instructional programs rom prekindergarten | Expectations for grades pre Ahrouph grade 12 should ena alstuentsto— | Inprelindergrien ough grad 2 al sues should — | Understand numbers, ways of representing | w eountwith understanding and recognize how many” nace numbers. relationships among numbers, and | of ejects number systems "= use muliple models to develop lltal understandings of lace value andthe base-en number system, 1 slp understanding of he eat postion and magn] lalet nloumicsendafecalandcrnlnantes| land theirconnections 1 develop a sense of whole numbers and represent and we ‘hem nlexibe ways. including relating, composing. andde- ‘composing numbers | | ‘connect number words and numerals othe qusnes they represent. sing various physical mols ond eeresenations "= understand and presen commonty used fractions such Mi vvand | Understand meanings of operations and how | m understand vatiows meanings of adtion and sulraction | they rate toon anor of whole numbers andthe relationship betwen the fo operations | "= understand the eects of adding and subtracting whole numbers © understand stuatons thet ental mulipication and Alivision, such as equal groupings of objects and sharing equally Compute Aventy and make reasonable st | a develop and use steps for whole number computations, nates witha focus on eddion and subtraction | | "develop Muency with base aumber combinations ral | | ion andsubrecon {© use varety of methods and toto compute. ncluding ob Jects mental emputation,estnaion, paper and enc and calculators ara gue 1-3 tapetatins fo prekindergarten through second grade. From “Stands rGraesPreK-2." Pines nf toni ‘or Scivel Mathers ip. 392, 394, 396,398, 400) by the National Counc of Teachers of Mathemas, 2000 Reson, VA Autor. Reprinted wih permission, Standards else withthe permision othe National Counele Teaches of Mathematics (NCTuD. NCTM does not endorse the content or vali of these lipnments,roe een) Instructional rograns rom prekindergarten throug gre 12 shoo enable ll stents o- Understand patterns, ato, and factions epresont and analjae mathematical situations and sractures using algebra symbols ‘Use mathematical models to represent and understand quantitative rdaionships Analy changeln various contexts BES A Expectations for grades pre-K-2 Inpreindergrten through grade 2 al students should 1 sor lassi and onder objects by sae, number. ad other ropertes ‘2 recogite, describe andextend pater such a soquencessl Sounds and shapes or simple numeric pater and tansate {tom one repesctation to another f= analyze how both repeating and growing patterns ae senate 1 tustate general peincples and properties of operation, sich ascommataiy using specie numbers ‘= vseconcret pictorial and verbal representations to develop fap understanding of invented and contentional symbole |= model situations hat involve the addon and subtraction of ‘whole numbers, using objects, pltures, and symals ‘describe qualitative change. such as student's growing tale; deserbe quantitative change, such at a stodents rowing two Inches none year am Cine [Expectations for grades pre-K-2 Inprekindrgarcen through grade 2 al stdensshould— ‘= recognise, name, build, raw, compare, and soe wor en Uhre aimensionl shapes 12 describe atibutes and pers of two and treedimensiona shapes ‘investigate and pred the results of puting together an {aking prt te nd three destonal shapesSpecify locations and describe spatial elation ships using coordinate geometry and other rp. Fessaltional syste Apply transformations end se symmetry to analyze mathematical stations Use visualization, spatial reasoning end geo ‘metric modeling to save problems Measurement standard Instructional programs from prekindergerton ‘Brough rade 12 shold ena alten to Understand measurable tirbutes of objets and the units, ystems, and presses of mene ‘Aonly appropriate techniques. tools. and fr | muse dtemiae messotements Fee 1-2 Contmisd 1 recopnizethe attributes of length volume, weg, ares, and 1 describe, name and interpret relative postions in pace ad ‘ppl Hess about relative poston ‘= describe, name. and interpret dretion and tance in na ‘aaingspace and sppy ideas about direction and distance "= find and name locations with simple relationships such as ‘ear to" nd in coordinate systems such ar mage 1 recognize and apply shies, fips, and urns ognize and create shapes that have symmetry coe meval mas of pom sap ng atl | incr inl poe 1 Sop td opment hee bo ict ppc iortdi ian: paamdbeues Seacieeas ae tas mete tpt ad aren cree | fu tntea es ce | a [Expectations for grades pre-K-2 Inprelindergrien hough grade 2all students should 1 compare and orderobjecte according to thes atributes understand how to measur using nonstandard and stan- dard units ‘= select an appeopriste unit and tool for dhe atrbute being measured | ene mith copes of unis of thames ach | aspepe clpslaidend to end ‘use reptiton of single uni to measure something larger ‘han the unt for natance, measuring the length of «room with single metersick 1 usetools to measure {= develop common referents fr measures to make compar. ‘bons and estimates a aePebineen mcs Instructional programs from reindergarin throug grade 12 shoul enable al tents to— ormolate questions that cen be aes with de and collect, ergante, and dplay relevent hata answer them ispectations for grades pre- In prekindergarten through grade 2 al students shold “= pose questions and gather data about themselves and the rroundings sore and clasaly objet according to ther atu and o- sane data about the objets sa represe data ung concrete objets pctres, an rons ‘Sect and use appropriate Matstical methods | descbeparisaf the data andthe set of data asa wioletode- toanalyze data Develop and evaluate inferences and pede tions that arebased on data ‘Understand and apply basi concep of proba- taiy Petcare nein Instructional programs rom preRndergarton through grade 12 should nal al students to— termine what the data show ‘= lscus events elated to students! experiences ikly or slikely ‘Buldnew mathematical knowlege through problem sling Soe problem that arisen mathematics andi the con = Apply and adapt a variety of appeoplte strates io sole ‘poblems ‘= Mostar and reflect on the proces of mathematic problem. salving Pete Instructional programs rom peeKinderprton ‘Recognize reasoning ad proof a5 fundamental aspects of ‘rough grade 12 should nai al students to— gue 1-3 Comin rmatberaties f= Make and investigate mathematical conjectures {© Develop and evaluate mathematica arguments ad pools f= Select and ute vasous types of reasoning and methods of rootUNIT ® How Concepts Develop 14 : nstructonal programs fom prekindergarten ‘rough grad 12 shuld enable al states to— | Peed [ttn ropa ein om ‘roa gra oa oat (ieee) Instructional prams rm reinerarten through grade 12 shoul enable tent to— gee 1-3 Continue reasoning and proof, connections, communication, and representation. These two sets of standards are linked together as the process standards are applied to leer- ing the content. The standards and principles are inte- rated within the units that follow. 2006, NCTM published Curriculum Focal Pots ‘The focal points bred the standards areas down by grade levels. Table 1-1 outlines the focal points for pre ‘kindergarten (pre-K) through grade 3. Noe that there are three foal points at each level with sugested con ‘= Recognize and use connections among mathematical eas ndertand how mathematic des interconnect and bud ‘none anotber to produce a coherent whole Reognize and apply mathematics In contexts outside of mathematics caren Orem and conobiote thelr mathenatea thinking through communiation Communicate thelr mathematical thinking corey and Clearly to oars, teacher, endoters Analy andevaluatethe mathematical thinking andatrate- | esol ethers Use the language of mathemati to express eas precisely sathematicl Createand use eepesentatons o organize, resord andcom- ‘municate mathematical Wess Select apply and translate among mathematical representa: tons to save problems Upc al eae rane ‘Sinha geomene caren nections to the NCTM Standards in other cusieum areas The focal points wil e discussed farther in each relevant unit | Standards for Science Education In 1996 the National Academies of Sclencts's National Research Council (NRC) published the National Science ueston Standards. which presenta vision ofa scien- LfcallyIterate populace. These standards outline what12 SECTION 1 8 Concept Development in Mathematis and Since ‘sovomety Number and opctns ‘tn: 31017520 eves Aleta ‘Winderparten ‘mNumber and operations Dat analyte Poca pains 89,12, 13.20.28,24 Gone aceon rans} 12, 13,17 18 20.25 e ssMeasrnent malate ‘rat Grade “eNumierand operons wNunberand operations oon pine 3.27.38 ses ales laNunberandepertns — mMearronentsedéuteantis —Coamstons: 30,92 32 sxGeonsty “Second Goeie ——-wNusberand operations Foca polis 3.30.32 a stNupbeead epectons canes 28, 3031 per “TisiGeie——_wNamberand operons Feet 327.29 3 ,. nae and pets Canaestone 27.31.32 tease scene ssa one seNenbead operons an, NNN ers gre RR ‘student should know and be able todo in order tobe Considered seientifaly iterate t dierent grade levels. ‘prominent feature ofthe NRCstandards sa f- ces on inguin This tem refers tothe abies students Should develop in designing and conducting scenic investigations as well asthe understanding they should fain about the nature of sclentie inuiry. Students who use ingulty tolearn slence engage in many of the Same ectvities and thinking processes assintists who are seeking fo expand human knowledge In order to beter understand the ase of inquiry: the NRC (2000) produced a research-based report, Inquiry ar the No- onal Science Bdvetin Standards A Gul for Tencing ‘nd Learning, that outlines the case for Inquiry with practical examples of engaging stadents inthe process. ‘Addendum tothe Nationa Scene Edvatim Standards inclde Clasorom Assessment andthe National Science ‘Education Standards (2001) and Selecting Instrctonal Materials: 4 Guide for K-12 (1999). These wil be dix cussed later in the et. ‘A national consensus has evolved sround what constitutes effective sience education. Ths consents is reflected in two major national reform efor in st fence education that affect teaching and learning for young children: the NRC's Nationa Scie Education ‘Standards (1996) and the American Astociation for the Advancement of Selence’s (AAAS) Project 2061 which has produced Science for All Americans (1989)and Renmark or Science tery (1993), With regard tophilosph. intent, and expectations. these two efforts share «commitment tothe essential of good scence teaching and have many commonalities, especaly re garding how children learn and what sclence content Sens should know and be able to understand within rade ranges and levesof dificult. Although they take diferent approaches, both the AAAS and NRC efforts align with the 1997 NAEYC guidelines for developmen- tally appropriate practice and the 2000 NCTM stan- dards forthe teaching of mathematis. "These national science reform documents are based on the idea that active, hands-on concep learning that kads to understanding—along with the ‘scquisiion of basic skills—provides meaningflandrel ‘evant learning experiences. The reform documents also emphasize and reinforce Oakes's (1990) observation that al students, especially underrepresented groups, reed to lean siete sls (such as observation and ‘analysis that have been embeded ina "es-- more currculum tht starts when children ae very young "The 1996 Nationa. Science Edvcton Standards were coordinated by the NRC and were developed in ‘sociation with the major professional organizations in science and with individuals having expertise go> mane tothe process of producing such standards. The document presents and discusses the standards, which provide qualitative criteria tobe used by educators and fathers making decisions and judgments. in six major components (1) sienee teaching standard, (2) stan dards forthe professional development of teachers, (3) tssesement in sence education. (4) science content Mandan, (5} science education program standards, ‘nd (6) scence education system standards ‘The National Science Eduction Standard ar a rected toallwho haveinteress. concerns, orinvestens in improving sence education and uliately ache Ingigherlevelsf scientific iteracy forallstudents. The standards intend to provide suppor for the intarity of Science in science programs by presenting and discuss Ing exterior theimprovement of science education. ‘The AAAS Project 2061 inltave consitutes ‘long-term plan to strengthen student literacy in et ence, mathematics, and technology. Using "less is tore” approach to teaching. the first Project 2061 re poet recommends that educators use fie major themes Wut 1 a How Concepts Develop 13 that occur repeatedly in sence to weave together the science curriculum: models and scale, evolition, pat terns of change, stabil. and systems and interectlons Although aspecis of allo many of these themes ean be found in most tching wits, models and sale, patterns of change an systems and interactions are the themes considered most appropriate for younger children. The second AAAS Project 2061 report, Ben ‘marks fr Scene Literacy, categories the sence know tcdge that students need to know at al grade level, The report isnot in itself sence eueicalum. but it ‘sel resource for those who are developing one. ‘One of the AAAS's recent efforts to clarify lnk: ages and understandings ithe Alls of Scene Litera (2001). This AAAS Project 2061 publication geaphi- cally deplcts connections among the learning gous «s- tablshen Benelmarks or Science Liteaey and Setenefor All Amerces. The Asis collection of 50 inked maps that show how students from kindergarten throwgh ade 12 ean expand their understanding ad sk to- ward specif science hteray goals. The maps also out- linetheconnectionsacrosediflerent areas of mathemat- ies, technology and scence. Of particular interest isthe ‘emphasis tha the maps pat on the prerequisites needed Torlearning particular concept at each grade, ‘The NAEYC guidelines for mathematics and sc ‘ence (Bredekamp, 1987; Bredekamp & Coppe, 1997) state that mathematics begins with exploration of raters such as building blocks, sand, and water for {Fyearolds and extends on to cooking. observation of ‘environmental changes, working with tools, lasing ‘objects with a purpose, and exploring animal, plats machines, and son for4-and 5-searols. Por ehldeen ages 5-8, exploration, dlecovery and problem solving ae appropriate. Mathematics and science areintegrated Wwith other content areas seh as social tudes, theats, music, and language arts. These current standards Foe mathematics and scence curtculum and instruc- tion take constructivist view based on the theories of Jean Piaget and Lev Vygotsky (describe In the next section) ‘A consensus report entitled Tiking Seiewe to Shot: Haring and Teaching Science in Grades K-8, pub lished in 2007 by the NRC, brings together Iterture From cognitive and developmental psyehology. scence ‘education, and the history and philosophy of science14 secriont to synthesize what isknown about how children in the aay grades learn the teas and practice of slence. ‘undiagsrom this esearch synthesis suggest that eda ators are underestimating the capabilities of young hidden ss students of science The report makes the Following conclusions. What Children Know and How They Learn = Weknow that children entering schoo already have substantial, mostly implicit knowledge of the natural wold ‘What children ae capable oft « particular ‘age results fom the complex interplay of| ‘maturation experience and instruction, What is developmentally appropriate snot = imple faction of age or grade bat instead is Targely contingent on child's prio earning ‘opportunities 1 Students knowledge and experince play @ ical role in thee sclence learning, influencing “llstrands ofsclence understanding fm Race and ethalety, language, culture gender, ‘and socioeconomic status are among the actors that inflgence the knowledge and experience chiro bring to the classroom, 1 Students learn science by actively engagine in the practioes of selence, 1 Arange of neructional approachesis necessary ‘spar of afl development of science proficiency. PIAGETIAN PERIODS OF CONCEPT DEVELOPMENT AND THOUGHT Jean Paget contributed enormously to understanding {he developement of children's thought Piaget entifed four periods of cognitive. or mental growth and deve pment. Early childhood educators ae concerned with the first two periods andthe first half of the third "The Rist period Wentiied by Piaget. called the on (fom birth to about age 2). 18d ep Developments Mathemtis and Since scribed in the ist part ofthis unit Iisthe tle when thildeen begin olearnabout the word They useallthelr Sensory abilities—touch, taste sight, Searing, sme land muscular. They also use growing mtor abilities to frasp. crt, stand. and eventually walk. Children i fh Brot period are explorers and they need opportu tiesto usetheir sensory and motor abies tolear basic ‘hls and concepts, Through these seis. the young, shld esis (takes into the mind and comprehends) {fgreat deal of Information, By the end ofthis peciod Galldren have developed the concep of object perma fnenee. "That is they realize that objectsexsteven when they are out of sight. They also develop the ability of ob ject recognition, learning. to deni abject using the Information they have acquired about atures such a olor shape. and sie. As children near the end of the enorimotor period they reach a stage where they ean ‘engage in represen ne that is instead tf acting impetuous, they can think through a sli tion before attacking problem, They aso enter into a time of api language development. "The second period, called the preoperational period, extends fom about apes 2-7. During this pe rod, cildren begin to develop concep that are moce Tike those of adults, but these are stil incomplete tn ‘comparison to what they willbe ike af maturity. These Conepts are een referred to ax preconcepts. During the early part of the preoperationl period, angus continues to undergo rapid growth ard speech i used Increasingly to express concept knowledge. Children begin to use concept terms such as big ad smal (2). Tight and heavy (weight), guar and cud (shape) te td early (time, lng and shor (length and soon, This “fil to use language is one ofthe semble behay= Tors that emerges during this period. Children also ust symbolic behavior in their representational play. where {hey nay use sand to represent ood. atick to represent { spoon, oF another child to epeesent athe, mother. or baby, Pay is a major arena in which children develop fan understanding of the symbolic fnetions that an ‘devi later understanding of abstract symbols such as hnomera eters, end written words ‘An important characteristic ef preoperational lullcen is centration, When materials are changed inform or arrangement in space. children may seethem as changed in amount as well. Tht ts because preoperaionalelildren tend to center on the most ob ious aspects of wht is seen, or instance, if the same ‘amount of ligulds pu in both tal thin glass and short. fat glass, preopeational children say thereis more Inthe tall las "because ts alle” If clay is changed n shape rom ball toa snake, they say there ses clay “because itis thine" pile of coins s placed clos together. preoperational children say there are fewer ‘coins than they would say ifthe coins were spread out. When the physical aangement of materials changed, preoperational chilren seem unable to bold the orig nal picture fis shape in mind. They lack reversibik: lay: that is they eannot reverse the process of change ‘mentally The aby to hold or save the original picture in the mind and reverse piysical change mentally e- ferred to asconservation, ad theinabliytoconserve is @ critical characterise of preoperational children, During the peoperational perio, children work with the precursors of conservation such as counting ane to-one correspondence, shape, space. and comparing. ‘They also work on serlaton (puting lems in ogieal sequence such as fatto thin oF dark to light and elas sification (putting things in logical groups accord Ing to some common criteria such as coor, shape. sie ora) ‘During the tied period called concrete opera Hons (usually from ages 7-11), children are becom ing conserers. That is. they are becoming more and more sill at retaining th original pleture in mind and making’ a mental reversal when appearances sare changed. The time between ages 5 and 7 is one of transition to concrete operations. Bach cil's thought process are changing at bis or her own rate and so, uring this tine of transition, normal expectation Is hat some children are already conserves and others fare not This isa ertical consideration for Kindergarten ‘and primary teachers because the ably to conseeve ‘number (the pennies problem) is @ good indeation that children are ready 10 deal with abstract. symbolle activities. Tat is, hey will be able to mentally ma nipuate groups that are presented by number sytnbols vith a real understanding of what the mathematical ‘operations mean. Section 2 of this ext covers the basic concepts that children must understand and integrate [YUE a How ConespteBevelop 15 In order to conserve. (Sce Figure 1-4 for examples of ‘conservation problems) Paget's final period called formal operations (ages 11 through adulthood) Daring this period. chil dren can learn to use the scene method indepen deny: thats they’ Tear to solve problems in local tnd systematic manner. They beg to understatd ab stract concepts and to attack abstract problems. They 1 imagine solutions before tying them out. For ex ample. suppose a person who has reached the formal ‘operations level i given samples of several colorless Tiguids andi old that some combination of these lig uid wil resin a yellow liquid A person a the formal ‘operations level would plan out how to ystematiclly test nd the soltion person stil atthe concrete op. ational level might start to combine the lauids with ‘out considering logical approach tothe problem. such 1s labeling each liquid and keeping a cecord of which ‘combinations have been teed. Note tht ts period may be reached as early as age 11; however. It may not be reached at all by many adalts PIAGET'S VIEW OF HOW CHILDREN ACQUIRE KNOWLEDGE According o Page's view, children acquire knowledge by constructing it through thei interaction with the environment. Children da not wait tobe instructed to do this they are comtingally tying to make sense out of everything they encounter. Paget divides knowledge into thee areas hysical knowledge isthe type that includes learning about objects inthe envionment and Uhr characteristics (olor. weight, soe, extare, and other features that can be determined ough observation and are physically with the object knowledge tthe {ype tat includes the relationships fame end dillerent, more and less, number. classification, tc) that euch individual constrict to ‘make sense out ofthe world nd to organize Information,6 SECTION Concept Devapment in Mathematis nd Scenes cae (amos) cae | eee | eee seemed) jj Rice Stowe es = hoa [eg a. E| leg oo Le iB oe iat | gman Yau 60,0 = ete, [irae aeae se ensa_|Ritemneen | apport “ S| pitas | Soca cosconco eco Figwe 1-4 Physical changes in conservation ts 1 Social (or conventional) knowledge s the \ype that icreated by poope such as rules for behavior in various social stations). Physical and logico-mathematial knowledge depend on each other and are learned simultaneously. That is. the physical characteristics of abject are learned, log ‘covmathematical categories are constructed to organize Information. In the popular story Golick andthe Tiree Bears. for example, papa bear isbig. mama bear smile ‘ned, and baby bear fs the smallest (seriation), but all three (ntmber are bears because they are covered with furand have a certain bay shape with a certain comb nation of features common only tobears{clasifcation). ‘Constance Kemi, a student of Page's as ac tively translated Plage’s theory into practical appl ations forthe instruction of young ehllren. Kamit temphasies that, according to Piaget tomo (inde- pendence) i the aim of education. Fteletual wuton- ‘omy develops in sn atmosphere where cilen fel se werow) cute in their relationships with adults: where they have ‘an opportunity to sare thee eas with er cilren land where they ate encouraged tobe alert and curious {o come up with interesting eas. peoblems and ques tions, to use initiative in nding the answers to prob- Tem, to have confidence in thei bil: to figure out things for themselves, and to speak thelr minds, Young children need to be presented with protlems that can be solved through gies and other acti that chal lenge their minds, They must work with concrete mate rials and real problems sch asthe examples provided ‘ler inthis unit, Tn line withthe NCTM focus on math for under- standing. Duckworth (2006) explains how Plage’ wiew of understanding focuses on the ult attending To the cil’ point of view, That we sbould not view ‘anderstanding” fom our own perspecve but should rather try to find out wha the cil ftinking, When the eh provides response that sms legal fom fan adult point of lew the adult should consider and‘explore the cls logs. For example, child (when presented with a conservation problem) sas there are ‘more objects ina spread-out row of ten objets than i ightly packed row often objets. tis mmportant to ask the child ora reason, VYGOTSKY'S VIEW OF HOW CHILDREN LEARN AND DEVELOP Lite Paget, Lev Vygotsky was also a cognitive develop- ment theorist. He was contemporary of Paget's, but ‘Vypisky dled at the age of 38 before his work was fally completed. Vygotsky contsbuted view of cognitive development that recognizes both developmental and environmental forces. Vygotsky believed that just as people developed tools such as knives, spears, shovels, tnd tractors (oad their mastery of the environment they also developed mental tools. People develop ways of cooperating and commanicating ae well as new ca paces to plan and to think ahead, These mental tools help people co master thelr own bebavior, mental tools that Vygotsky refered to as signs. He believed that spect was the most important sign system because it freed us from distractions and allowed us to work ot problems in our minds. Speech both enables the child to Iterat socially and facates thinking. In Vygotsky's view. writing onl mumbering were also important sign Plage looked at development as it came mainly ‘rom the child alone, fom the child's nner maturation And spontaneous discoveries, but Vygotsky believed this was trae only until about the age of 2. At that pint, culture andthe cultural signs become necessary 1 ex pnd thought. He believed that these internal and ex termal factors interacted to produce new thowghts and an expanded menu of sins. Thus, Vygotsky put more ‘emphasis than Piaget on the role of the adult (or & more mature per) san influence on children's mental development, ‘Whereas Piet placed an emphasis on children as intellectual explorers making thee own discoveries and consiuctng knowlege independently, Vygotsky developed an alternative concept known as the ‘of proximal development (ZPD). The ZPD isthe area ‘between where thechildisnow operatingindependently WUT a How ConcetsDerelop 7 In mental development and where she might go with assistance fam an adult or more mature child, Clara knowiedgeis acquired withthe assistance or scaffold Ing provided by more maturelearners. According ( Wy- sotsy. good teaching involves presenting material that 'salite ahead of developrseat. Children might not filly ‘understand at rst bat in ime they ean understand it given appropriate scaffolding, Rather than pressuring development, instruction should support development sit moves ahead. Concepts constructed independentiy land spontaneously by children lay the foundation for the more scientific concepts that are part of the calture Teachers must antiy each staden's ZPD and provide developmentally appropiate instruction. Teachers will [know when they have hit upon the right zone becouse childeea wil respond with enthusiasm, curiosity and active involvement. Plagetian constructvists tend to be concerned shout the tradition of pressuring children and nota lowing them freedom to construct knowledge dently. Vygotskian constructivist are concer chikcenbelng challenged to reach thet fal potential Today, many educators fnd that combination of Plage’ and Vygtsk’s views provides a foundation for Instruction tha follows the e's interests and entha- siasms while providing an intellectual challenge. The learning cyte view provides sucha framework. THE LEARNING CYCLE The authors of the Science Curriculum Improvement Study (SC1S) materials designed a Plagtian-based learn Ing cycle approach based onthe asumpton expresed by Albert Hnstein and other scientists that "science is 8 ‘quest for knowledge" (Renner & Marek, 1988), The se ents blieved that. nthe teaching of scence dents must interact with materials. collet data, and make some order outf that data. The orderthat students make ‘ut that datas (orleadso}a conceptualinvention. The learning eyele i viewed as @ way to take students on a quest that lads o the construction of knowodge. tis used both as a curriculum development procedure and asa teaching strateqy Developers must ‘Organize student actives around phases, and teach ers must modly their role and stratepes during the18. SECTION 1 = concep Development ia Nathematis and Sen peogresive phases. The phases ofthe leaning cele are ometimes esigned diferent labels and are sometimes Split info segments, However. the esentlal thrust of tach of the phases remains: exploration. concept de Yelopment, and concept application (Barman, 198% Renner & Marek, 1988), ‘During the exploracon phase the teacher remains Inthebackground, observing and oceasionallyinsering ft comment of question (ee Unit 2 on naturalistic and Iiformal learning) The students actively manipulate ‘materials and interact with each other The teacher's now of chld development guides the selection of ‘materials and how they are placed in the environment {So es to provide a developmentally appropriate setting In which young children can explore and construct, concepts For example, in the exploration phase of a lesson about shapes, students examine a variety of wooden for cardboard objects (aquares, rectangles, circles) and inks observations about the objets. The teachers may tsk hem todeseribe how they ae similar and how they are diferent. During the conept introduction plus, the teacher provides direct instruction; this begins with a discus Sion of the information the students have discovered, ‘The teacher heps the children record thee informa: ton. During this phase the teacher clarifies and adds to ‘what the children ave found out fr themselves by us- ing explanations, print materi, fms, guest speakers, fd other avalable resources (see Unt 2 on structured Tearning experiences) Ror evample, in this phase of the leson the children exploring shapes may take the shapes ad classify them into yroups. “The third phase ofthe cyl, the aplintn phase, provides children with the opportunity to integrate and organize new keas with ol ideas and relate them to still other Mess. The teacher or the children themselves sug- festa new problem to which the information learned in the fist two phases can be apple In the lesson about shape, the teacher might introduce diferently shape hoesold objets and wooden blocks. The children are asked to classify these lems as squares, rectangles. and circles. Again, the children are actively involved in en ‘ereeactiiies and exploration. ‘The three major phases ofthe learning eyele can tbe apple tothe ramp-and-ball example described ear eri thisunit, Duringthe first phase. the ramp and the bulls are availabe to be examined, The tome suggestions and questions as the chen work ‘with the materials. nthe second phase. the ceacher ‘ommunicates with the children regarding what they have observed. The teacher might also prove expla nations, label the tems being used, and otherwise as ‘Sx the children in organing thelr informatica: at this point books and/or fms about shmple machines could be provided. or the third phase, the teacher poses a ‘ew problem and challenge the children to amply their font ofthe ramp and how it woeks to the new prob- lem, or example, some toy vehicles might be provided touse with theramps) Charles Berman (1989) desribes three types of learning eyele lesons in An Expanded View of he Le ing Cyc: New lens about an Efoctve Teaching Strategy, ‘The lessons vary in accordance withthe way data are collected by studenis and with the type 0! reason- Ing the students engage in. Most young ehldren wil be Involved in descriptive lessons in which they mainly observe, Interact, and desrbe thir observa tions, Although young children may begin to gencr- fate guesses rgarding the reasons for what they have observed, serious hypothesis generation reglres con- rete operational thinking (empricaindute son) In the thied type of lesson, students otserve, gen ate hypotheses and design experiments to test thir Iypotheses (pode eductive lesson. Ths type of lesson requires formal operational thought, Howeves, thisdoes not mean that preopertiona and concrete op ‘rational children shouldbe discourage from generat- ing ideas on howto find ou if thee guesses wll prove to bbetrue ute the contrary: They shouldbe encouraged to tak this step. Often they wil propose an slternatve ‘olution even though they may’ not yet have reached the level of mental maturation necessary to under stand the underlying physical or logleo-mathematical explanation ADAPTING THE LEARNING CYCLE TO EARLY CHILDHOOD Bredekamp and Rosegrant (1992) have aéapted the learning cycle to early childhood educatien (Figure 1-5). The learning eye for young children encom passes four repeating processes, allows.Satnpetnang ‘erate ew pth WUT 1 How coneeptsDeveloy 19 mrt ying ew hc. ce pe ‘end ochre share epee Deel ctivty Alo orcnaacte or ‘mor ced "Whn she woe ‘Wnt rate whi apna el work "ip chien spy karig ew stunts Fae 1-5 clea eaning and teaching From Rech Ponta Arora Cri and Asrsnen or Yong Chlren (Vol 1p. 33). byS.Bredekamp and: Roseprant Ed), 1992, Washington, DC National Asan fx te Education of Young (Cea Reprinted wih ero, Awareness: «broad recognition of objets, peopl, events. or concepts that develops from experience, "Exploration: the construction of personal ‘meaning through sensory experiences with abjets, people, events, o concep Inquiry: earners compare ther constructions with those ofthe culture, commonalities are recognized and generalizations are made that are more like those of ads Uillzaton:at eis potnt inthe cyte learners ‘an apply and use their understandings in new Settings and situations, Bach time a new situation i encountered, learning be- fins with awareness and moves on through the oer levels. The cycle also relates to development or examle infants an eles wil be a the awareness level radvally moving. Into exploration, Children who are 3. or 5 years ok may mows upto inquiry. whereas (6, Zand #-yearols can move through al four levels ‘when meeting new steations or concepts, Bredekamp find Rosegrant (1992) provide an example i the aren ‘of measurement Jeand 4-yearols are aware ofand explore comparative sb 4, 5..and 6-yearolds explore with nonstandard ‘ats such as how many of thle own fet wide the rug ‘= 7-and 8-yearolds bein tounderstand ‘units of measurement and use rulers thermom- eters nd oer standard measing ool “The authors caution thatthe cyte not hierar flea: thats. ulation isnot neces more valid ‘than awareness or exploration. Young children may be ‘aware of concepts that they eannot fully tlie inthe technical sense Ror example they may be aware thet ‘ain falls ftom the sky without understanding the in Uricacies of meteorology Using the learning cycle a8 8 amework for curriculum and instruction has in portant aspet: The eel reminds us that children may nothave had experiences that provide for awareness and ‘exploration, Tobe truly individually appropriate in pan hing. weneed o provide for these experiences in schoo ‘The learning eyele hts nicely with the theories of Piaget and Vygis. For both earning begins with awareness and exploration Hoth value inquiry and ap plication. The format foreach concept provide inthe {ext rom naturalistic to informal to structured lear Ing experiences. These experiences ate consistent with providing opportunites for children to move through the learning ejcle as they moet new objects. poole ‘TRADITIONAL VERSUS REFORM INSTRUCTION A curront thrust in mathematics and science instruc tion isthe reform of classroom instruction, changing From the traditional approach of dil and practice men oration wo adoption of the constructivist approach A great del of tension exists betwen the lana and relor approscas. Ting has been the ronal method of ensuring that student earning tales place When a teachers role changes to that of guide and fo citar, the teacher my el lack of centro. Curent esearch demonstrates that students in reform cas room lear is well or better than those in (radial Classrooms In this ext we have tied toachicve a ba ance between the rational and relorm approaches by providing a guide fo ensuring students hve the opp {only to explore and construct thelr own knowledge whl also providing examples of development ap propriate direct instruction, ORGANIZATION OF THE TEXT ‘This text ivi into seven sections. Te sequence Is both integrative and developmental. Section Is aa in tegrative section that sets the stage for instruction. We describe development. acquistlon, and promotion of ‘math and science concepts. and we prone spl for assessing developmental level. Fins the base con ‘eps slence and thelr aplication ae describe, Sections 2.3. and 4 encompass the developmen tal mathematies and science program for sensorimo torlevel and preoperationalewel childes. Section 2 inal riptions of the fundamental concept that bth math and scence slong with sua tions for instruction and materials. Section 3 focuses ‘on applying these fundamental concepts. tides. and skills at @ more advanced lewl. Section & dels with higherdeve concepts and activities Sections 5 and 6 encompass the quisition of concepts and skis for children at the concrete pi ‘dons ive. At tis point, the tv subject areas conven tionally became more discret in terms However they should continue tobe neg science explorations can enrich chiles math skills tnd conoepis through concrete applications and ls) Because mathematics is used to organize ea interpret the data collected through observation Section 7 provides suggestions of maerals and resources—and descriptions of math ad scence In ‘etion-—in the classroom and in the hoe, Final the‘umberand operations | 8,9, 14,23, 24 27.29.30 | Patterns. fanctions, nd | algebra | 15.22 "his chart shows the teat nis that feu mos econ the mathemati standards although the pos sianerds ‘pp ial hecontent goal aces, Appendices include concept assessment tasks, lists of Chidren's books that contain math and science con ‘epi. end the National Science Edwattn Std, As Figure 1-1 illustrates, concepts are not 8 ‘ire i a series of quick, short-term lesions: develop ‘ment begins in infaney and continues throughout early childbood and beyond. As you read each unit keep re ferrin back to Figure 1-12 can help you relate each section to periods of development. ‘SUMMARY Concept development begins in infaney and grows through four period throughout iti. The explor KeptsDevelop 24 Bao) tir Unifying Concepts and ‘Throughout ll unite [ ose | sence a nguley | Throughout all unis J tte Since 16,2126, ond 34 21,26, 33, 35,37, anda 16,21. 53.and 36 Physical Sience | arth and Space Science 23,24, 33,37 38 end 40 34373840, | andl Scienceand Technology | 12,13,16,21.22, Sclencein Personal and Social Perspectives | History and Nature of ‘Throughout all units aS a ‘This chart showsthe ext unt tha focus mos det 0 ‘he Nationa Scene atin Stands Nail Resch (Coun 1986) although the proce stints apy all tory activities ofthe infant and toddler during the sen Sorimotor period ae th bass of later success. As they tse their senses and muscles, children learn about the word: Daring the preoperatonal period concepts grow rapidly and children develop the besie concepts and shllso setence and mathemati, moving toward itl lectual autonomy through independent activity. which serves a a vehicle forthe construction of kewowledg. Retween the ages of Sand 7, childen enter theemerete ‘operations period and len to apply abstract ws nd activites to thele concrete knowledge of the plyscal land mathematical word. Thelearning yee sson ian ‘example of developmentally inspired teaching strat fx Both mathematies and sence Insricton sl be guided by principles and standards developed bythe22 SECTION Concept Development in Mathematlesand Since ‘major professional organizations in each content area. ane attitudes that are fundamental o mathematics and ‘Mathematics s also guided by curriculum focal points. science for young children as hei leering fs gue in The text presents the major concepts, skills processes, light ofthese principles and standards cu abstract ssmbotie activities representational thought autonomy reversibility swvareness sealfokding ‘lassification knowledue sensorimotor period ‘concepts ‘object permanence serlatio __comerete operations ‘object recopn sans ‘conservation physical knowledge social knowledge Aefining and controlling ——_preconeepts variables preoperational period deseriptive lessons development ‘exploration principles zone of proximal Teal points Process ski development (2? 1. Usingthedeserptions ia hisunit prepare att. Observe sence aor math insuctlon a folbehavioes that would indleate that a youn fs prekindergarten. kindergarten, c pmary ‘hil teach of Page's ist thre pena of de ‘lasroom, Describe the teacher's approach ‘eopment i engage in behavior exempliying Instructon, and compare the appmach with the acquisition of ath and slnee concepts. ‘yess pldetines. {ising your Is, observe our young cilren at 4, preview two orthre young chile. Present home ora school One eid should be 6-18 theeonervation of number eoblem lusrted ‘months of. one 18 months 24 years ol Sn igure Tot (ae Appendle Alor dtl ln fe of age 2-5, and ane of age 6-7. Record struction). Audio tape or vieotaps thee rerthing each child does at son you pons. iste tothe tage and deseibe whet Note any sles and ferences Oberved You lenrn, Deserve the marie andl among the four ele, fncesin the chlden's responses 2. Interview three mothers ofcileen ges 2-8, 5. Look careflly atthe standards ant expcta- ‘sing your strom Activity’ 1 asa ide, ask tins outlined in igure 1-3, Doclde which x thom hl ofthe atts eich of thee eh pectatlons would most ikl be appepeiate ac ‘eon does. Ask the mothers i theyre that dents a the preset). Kindergarten, abd these activities ar basic to the construction of primary levels Discuss your seecions with ‘math and scence concepts, and noe thet re sal group in clas. Each group shoud ap Sponses. Did you ad that they appreciate the point Serite cst your selections (and your al ofthe chidre’s play ecties in math reasons for those selectins) and oreport the science concept development? froup decisions othe class.UNIT B How Concepts bevslp 23 6. You should begin to record, on Si" x 8" le cards, each math and sence att that you learn about. Buy a package of ards, sone ides, and fle box Lael your the tiles of Unis § through 40. ‘lustrates how your Mle should lok, Figure 1-6 Start a math/eince Activity Fle now 50 youcan kept uptodate, & Denne the term concept developmen fone group is stacked up. ach group Deserte the commonalities between math and ‘ontans 10 pennies "Which bunch of science, ‘pennies woud you ike to have, Jon? Explain the importance of Puget’ and Vy Jolin looks carey and thea says as sky's theories of ognitiv development. ‘epics up the pennies that ae spread 1D. Decide which othe following describes ach ee Sas In the sansorimotor (SM). preperation (2, ir concrete operational (CO} Piagetian saps, 1. Mary witches as her teacher makes to bull of ela a the same se The teacher then rolls one bll nto. snake shape and ‘aks, "Mary. do both bale stil have the . Inreview question D, which child (Mary or John tea conserver? How do you know? ‘Why ist importantto know whether or nat childs aconserver F. Explain hove young children scale kno Same amovint. does one all have more edge Incide the place ofthe learning eycle day?” Mary laughs, “They areal the tn knowledge acquston. Provide examples 5 ‘ume amount, You us relled that one out fom your observations. fntoa snake 4G. Baplain the purpose and value of having 1 2. Michal shakes his rattle an then puts it Principles ond standards for mathematles Inhismouth andes to suck on land since instruction. Describe the purpose focal points 3. John's mother shows him two groups ‘pennies. One group is spread ou, and 7 Amesican Asotin forthe Advancement of American Assocation othe Advancement of Scene FP) ssence: (1989) Sons oral mean 2001) lt fs Beran. Wesington, De Favre 2061 root on tera gots ase, Author. ‘nathan tecnolgy Washo, Berman. C4 (1989 An expanded eof te ning thor. ‘ele Now kas abot on lest tang ste ‘Ameria Assocation forthe Advancement ofScence. {Cane ementary Scene International (1993) enemarksin scien terey Washington, Manograph No 4 Indianapolis IN nds De: author UneeratyPrese24 SECTION AB Concept Devsopment in Mata and Slee "Seis rtm fi) (1987), evenly are ro bt rth aight Washington, DC tonal Asovition br the cation of Yours Chien ekamp, 6 Caples (1997) ‘evga prorat ric ety io pragnas eyed Washingen- DC: Natlanal Assocation fr te tducaion Young CaM. cat pnt hon seamen or ‘owe len Vo.) Washington DC: Nationa ‘Ampaton fete Baton of Young Chien haf, Holsington.C. Maras B- Whnoka Me Wor K-04 The ssnee and maemetes ‘thug seuctaes Sle and hen. 18) 34, Cements DH & Sarena, (2003 .fanurs! TaruarCiate pathways to math, Far Chih tn To. 37-43 lon. Sarena, | (2008, March), Baling ‘trex inking tg ath ary Chidood eatin Toe 5441 commit on Soence Leeming. Kieren trough hth Grd. Bourdon Seence Beaton. (Center or toca. 2007). Tekin eee to sl ang and uch eras ‘Washington Be Natonal cadens Pes. ond ln fr pein rg rae 8 pat (2006) Recwed May 24,2007. rom pve ner Dukworth 206) The ing wore as {Sede} New York: Teachers CllegePees. ‘aba 2001) Chien are bm materia Promoting ihe consort fea mater Eeoeptstncilicen ade ve aay Chie. Sot 12-19, tearing PATHS wl teaching STRATES in aly aerate (2003), o. Kora i) eae Tranny chien ond math 29-31), Washington ‘Ades tA, 200), Hehe ura natheratis trough mulpeielgences and Sansa school mahemles,Clllod 1: National Asotin fr the Bacio Youn heen statenpeences tht count (2002) Yong Cee 574) 60-61 nana Coun Teachers of Mathemates 19891 cea arto store, iemats Reson, VA: Author oan Counc Teaches of Matematis.1991) Pfs stare orci art aston VA: Ate sot Coutt Teaehers of Mathematics, 1995). unset sald forsale Reston, anal Cound o Teachers of Mathematics. 2000) npn sted for tol ates Rete VA Author atonal Gouel oeacherso Matemates atonal Associ forthe Beaton of Young, higren (2002). NCTM poston statement: try chdhood mathemati: Promoting sod tenes, Thing Chiron Mates 91).24 ‘atonal Resear Coane (1996). Nato ene actor sends Washington DC: Natal Redes Pres atonal Repeal Conn (1999) etn rt! tena: A uiefor K-12. Whose. De: Nal Aces Pres ation Research Coun (2000) gary aa the aval sae ein snes Auer ‘ng an aring, Washington. DC: Na onal cei res, ‘atonal Reseach Coupe (2001). less anemia ce eltetin ade ‘Washing: Natonl Academics Pres ‘ales 199) Lot ln Th eertiiptin of feel moi, sales ee emer RW. & Marck, (1988) Thelen cle vi dons rowed, Portsmouth, ‘Aubrey C2001), Bary mathemati. David Toth evden pate a (ld etn: Resear timo (Wal 1 pp. 185-210), Amsterdam: seer SenBaroody A.J. 2000)-Rescerch in review Does ‘mathematics nsuction ordre to ve yard ‘realy make sense? Yau Chie, 5561-67. ‘ei Bs & Winer, A, (1995) Soling cies Tear Vogetey oe carly chee et Washidgin, DC: Nauonal Asoelaton or the gcatian of Young Chen Badrva, Leong. DJ. (2007), Tos ofthe mt The Vgitskion ape cory hldhaetation (2nd) Upper Sade River, Nf Paron- Maral Prentice Hal ‘Bowe F.C. (2007). arly chldhoad perl urn ‘rth it (abe Clion Par, NY: Thomson Charlesworth R (203), Understanding lt ‘hasesworth (2008). Prekindergarten math ‘Connecting wih natona standards aly Chidlaod hatin Jour, 328), 228-236, Chien 5 mathematicians [Focus ive] 2000) ‘lementsD. (2001) Marat the preschool Tac Chile Mathes, 7. 270-275 Clements. & Soma) (2000), The eaest omety. Teng Childe thenats, 7, 82-86 lersents DH Sram | (2000) Standards ae preschooler, Cidren Maat, 7. 8-41 Copley VB). (1999) Matas che arly ars Washinglon, DC Natlonal sspcation the Bucaton of Young children, Copley V. (2000) he young cited machemates. Washington, X: Navona Asolo fo the Bhicaion of Young Cikren, Coulter 82000) Whats like where you ie? Meeting the standards through technology enhance inquiry, Sere and Children, 37), 36-50. Decker, KA (1999) Metng state standard chrough utogration. See and Chen, 36(6) 28-32, 68 de Melends W.R. & ck, V. (2007), hig yong ‘dildo ictal casero (2nd ol) Con Pak, NY: Thomson Delmar earning, Demers. (2000)-Anabeng the standards Se and pti, A. (2007). The intentional che. 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