Young Children's Mathematics Book Pdf

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· 29 ratings · 3 reviews

Start your review of Young Children's Mathematics: Cognitively Guided Instruction in Early Childhood Education

Jul 26, 2019 Jami McGinley rated it really liked it

Great reminder of the importance of watching children count and determine where they are in mastering the three counting principles; ordered sequence of numbers, one-to-one correspondence and the cardinal principle. There is also good information in the chapters that focus on counting collections. Worth reading for preschool and kindergarten teachers!

Jul 30, 2018 Teri Pardue rated it really liked it

An excellent resource for understanding what Cognitively Guided Instruction looks like in the education of young children. A good subtitle would be 'understanding and supporting emergent math skills'. I think this is a valuable read for anyone working with young children.

I would have loved to have seen the text cover math concepts beyond counting (patterns, for example), but I think the material is thorough enough for the reader to make their own connections to other areas of preschool/kindergar

"With traditional instruction children first learn to add, subtract, multiply, and divide and then apply the skills they have been taught to solve corresponding story problems. We recommend turning the process around, using children's intuitive problem-solving strategies to develop understanding of the operations of addition, subtraction, multiplication, and division before we introduce the formal symbols and algorithms. Several compelling reasons support this approach. First of all, understanding develops when new knowledge is connected to existing knowledge. Children can understand joining, separating, grouping, and partitioning before they are formally introduced to the mathematical notation that is used to represent these operations. It makes a lot of sense to build on this foundation. Furthermore, if the formal operations are not connected to these intuitive notions, there is evidence that children will construct two somewhat isolated systems of arithmetic: one that makes sense to them and that they use to solve problems in the real world and one that they use for school mathematics that follows a seemingly arbitrary set of rules.
Another reason it makes sense to start with the strategies children intuitively use to solve arithmetic problems is that the general modeling strategy that comes naturally to young children represents a good general problem-solving strategy that is based on understanding the problem situation. While the most serious difficulty that older children experience with arithmetic is applying what they know to solve problems, young children are actually good problem solvers. If older children applied some of the strategies they intuitively used when they were younger, they would be more successful problem solvers. Too often older children whose knowledge of addition, subtraction,multiplication, and division is not connected to their intuitive conceptions of these operations attempt to solve problems by using strategies that focus on using superficial features of problems, such as key words or adding when there are three or more numbers in the problem. Although these shorthand approaches or tricks may work in the short run, they often do not work in later problem solving and they keep children from building on their own intuitive understandings" (p.93).

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Nov 06, 2019 Jenny rated it really liked it

CGI is great! I loved everything I learned at a training this summer and this book is a good companion to that. I would have had a tough time envisioning how to do it in my own classroom without the in person training.