Proposal Title
Sidewalk Math: An Innovative Approach for Engaging All Children in Mathematical Learning
Abstract
In kindergarten classrooms in six schools across Massachusetts young children are developing numbersense by walking, hopping, jumping, and skipping through colorful mathematical designs on carpets and sidewalks. The patterns and accompanying counting activities provide teachers with tools to engage young children in learning mathematics through movement and observation activities on colorful floor designs.
Lesley University’s Creativity Commons partnered with 20 kindergarten teachers and their 6 principals to form the Early Childhood Math Collaborative Inquiry Project in Fall 2017 to study the impact of the use of Sidewalk Math carpet patterns on children’s development of numbersense. Teachers from 3 urban schools with highly diverse populations and 3 suburban schools, including a private Montessori school, participated in this project. The teachers documented students' engagement with the patterns and contributed strategies, lessons and activities used in their classrooms on a shared wiki. The principals tracked the changes in the students' mathematics performance from assessment data collected at the beginning and end of the semester.
Participants will learn about this innovative approach for mathematics education; engage in a discussion on the strategies, activities and lessons created by kindergarten teachers; explore the use of educational resources designed to accompany the use of the patters; and examine findings on the impact of engagement with these mathematical patterns on the development of children’s numbersense. Of particular interest are the findings on the development of numbersense in children with learning or behavioral challenges.
Start Date
28-3-2018 5:40 PM
End Date
28-3-2018 6:30 PM
Presentation Type
Panel
Disciplines
Early Childhood Education | Science and Mathematics Education | Teacher Education and Professional Development
Full Text of Presentation
wf_yes
Included in
Early Childhood Education Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
Sidewalk Math: An Innovative Approach for Engaging All Children in Mathematical Learning
U-Hall 3-092
In kindergarten classrooms in six schools across Massachusetts young children are developing numbersense by walking, hopping, jumping, and skipping through colorful mathematical designs on carpets and sidewalks. The patterns and accompanying counting activities provide teachers with tools to engage young children in learning mathematics through movement and observation activities on colorful floor designs.
Lesley University’s Creativity Commons partnered with 20 kindergarten teachers and their 6 principals to form the Early Childhood Math Collaborative Inquiry Project in Fall 2017 to study the impact of the use of Sidewalk Math carpet patterns on children’s development of numbersense. Teachers from 3 urban schools with highly diverse populations and 3 suburban schools, including a private Montessori school, participated in this project. The teachers documented students' engagement with the patterns and contributed strategies, lessons and activities used in their classrooms on a shared wiki. The principals tracked the changes in the students' mathematics performance from assessment data collected at the beginning and end of the semester.
Participants will learn about this innovative approach for mathematics education; engage in a discussion on the strategies, activities and lessons created by kindergarten teachers; explore the use of educational resources designed to accompany the use of the patters; and examine findings on the impact of engagement with these mathematical patterns on the development of children’s numbersense. Of particular interest are the findings on the development of numbersense in children with learning or behavioral challenges.
