Many preschool teachers focus mathematics instruction on children’s mastery of narrowly defined skills, such as counting or performing algorithms rather than developing a rich understanding of number and number relationships essential for acquiring mathematical concepts (Van de Walle & Watkins, 1993). We are providing research-based activities developing number relationships such as subsidizing (Clements, 1999), more/less (Van de Walle, 2004), and part-part-whole (Fisher, 1990) which teachers can share with struggling preschoolers.
Contact
Paula Hartman
phartman@niu.edu
(815) 753-4609
Myoungwhon Jung
mjung@niu.edu
(815) 753-9465