Intentional Teaching: Integrating the Processes of Instruction and Construction to Promote Quality Early Mathematics Education

Contextualized in the historical debate of the roles of instruction and construction, the chapter first discusses the current state of teaching in early mathematics, focusing on reasons why the debate tilts heavily in favor of construction and how that has affected early childhood classroom practice. Next, the essay presents our argument for intentional teaching in early mathematics as a framework that effectively integrates instruction and construction in teaching and learning processes. We share evidence suggesting the effectiveness of this approach based on our work at the Early Math Collaborative at Erikson Institute in Chicago and conclude with a discussion of the renewed importance of articulating the relationship of instruction and construction in light of the accountability movement driving much of contemporary education.

[1]  H. Ginsburg,et al.  Mathematics Education for Young Children: What It is and How to Promote It , 2008 .

[2]  J. Piaget,et al.  The Psychology of the Child , 1969 .

[3]  Pamela C. Phelps,et al.  A Longitudinal Study Exploring the Relationship of Representational Levels of Three Aspects of Preschool Sociodramatic Play and Early Academic Skills , 2008 .

[4]  T. E. Raphael,et al.  Reading and School Reform , 2010 .

[5]  Sarah L. Woulfin,et al.  Reading Policy in the Era of Accountability , 2010 .

[6]  Ann S. Epstein.  The Intentional Teacher: Choosing the Best Strategies for Young Children's Learning , 2014 .

[7]  J. Dewey.  Experience and Education , 1938 .

[8]  H. Schweingruber,et al.  Mathematics learning in early childhood : paths toward excellence and equity , 2009 .

[9]  Lev Vygotsky.  Mind in society , 1978 .

[10]  James T. Todd,et al.  Modern Perspectives on B. F. Skinner and Contemporary Behaviorism , 1995 .

[11]  G. McNamee,et al.  Strengthening Early Childhood Teacher Preparation: Integrating Assessment, Curriculum Development, and Instructional Practice in Student Teaching , 2006 .

[12]  Kenneth Tobin,et al.  The Practice of constructivism in science education , 1993 .

[13]  Martin A. Simon.  Reconstructing Mathematics Pedagogy from a Constructivist Perspective. , 1995 .

[14]  S. Bredekamp.  Developmentally appropriate practice in early childhood programs serving children from birth through age 8 , 1987 .

[15]  Jere Confrey,et al.  The construction, refinement, and early validation of the equipartitioning learning trajectory , 2010, ICLS.

[16]  D. Ball.  With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics , 1993, The Elementary School Journal.

[17]  M. Susan Burns,et al.  Eager to learn : educating our preschoolers , 2000 .

[18]  M. Wittrock.  Handbook of research on teaching , 1986 .

[19]  L. Kohlberg,et al.  Development as the Aim of Education , 1972 .

[20]  Constance Kamii,et al.  Young children reinvent arithmetic , 1984 .

[21]  L. Steffe,et al.  Constructivism in education. , 1995 .

[22]  Julie Sarama,et al.  Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. Studies in Mathematical Thinking and Learning Series. , 2003 .

[23]  Richard E. Clark,et al.  Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching , 2006 .

[24]  Jennifer S. McCray.  Pedagogical content knowledge for preschool mathematics: Relationships to teaching practices and child outcomes , 2008 .

[25]  Jie-Qi Chen,et al.  Foundational Mathematics: A Neglected Opportunity , 2010 .

[26]  Jere Confrey,et al.  Learning Trajectory Based Instruction , 2012 .

[27]  Heather C. Hill,et al.  Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement , 2005 .

[28]  R. Mayer.  Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. , 2004, The American psychologist.

[29]  M. Zaslow,et al.  Critical Issues in Early Childhood Professional Development , 2005 .

[30]  Sam Wineburg,et al.  Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers , 1993 .

[31]  Jie-Qi Chen,et al.  A Conceptual Framework for Teacher Professional Development: The Whole Teacher Approach , 2012 .

[32]  J. Piaget,et al.  The Origins of Intelligence in Children , 1971 .

[33]  Walter G. Secada,et al.  Mapping Equity and Quality in Mathematics Education , 2011 .

[34]  Janellen Huttenlocher,et al.  Preschool children's mathematical knowledge: The effect of teacher "math talk.". , 2006, Developmental psychology.

[35]  J. Bransford,et al.  Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. , 2005 .

[36]  Elena Bodrova,et al.  Make‐believe play versus academic skills: a Vygotskian approach to today’s dilemma of early childhood education , 2008 .

[37]  Paul Cobb,et al.  Assessment of a problem-centered second-grade mathematics project. , 1991 .

[38]  Juanita V. Copley,et al.  The Young Child and Mathematics , 2000 .

[39]  R. Craig.  Directed versus independent discovery of established relations. , 1956 .

[40]  P. David Pearson.  Handbook of reading research. , 1990 .