The Young Child and Mathematics, Third Edition

Tap into the Power
of Child-Led Math Teaching and Learning

Winner of the 2022 Excel Silver Award for Technical Book. Everything a child does has mathematical value--these
words are at the heart of this completely revised and updated third edition of The Young Child and Mathematics.
Grounded in current research, this classic book focuses on how teachers working
with children ages 3 to 6 can find and build on the math inherent in children's
ideas in ways that are playful and
intentional.

This resource

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Illustrates through
detailed vignettes how math concepts can be explored in planned learning
experiences as well as informal spaces

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Highlights
in-the-moment instructional decision-making and child-teacher interactions that meaningfully and dynamically
support children in making math connections

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Provides an
overview of what children know about counting and operations, spatial
relations, measurement and data, and patterns and algebra

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Offers examples of
informal documentation and assessment approaches that are embedded within
classroom practice

Deepen your understanding of how math is an integral part
of your classroom all day, every day.

Includes online
video!

Author: Angela Chan Turrou, Nicholas C. Johnson, Megan L. Franke
Publisher: National Association for the Education of You
Published: 11/23/2021
Pages: 128
Binding Type: Paperback
Weight: 0.80lbs
Size: 10.70h x 8.30w x 0.30d
ISBN: 9781938113932

About the Author
Angela Chan Turrou, PhD, is senior researcher and teacher educator at the University of California, Los Angeles (UCLA) Graduate School of Education and Information Studies. Her work lives at the intersection of children's mathematical thinking, classroom practice, and teacher learning. In her work with preservice and in-service teachers across preschool and elementary settings, Angela leverages purposeful instructional activities driven by children's mathematical thinking to support teacher learning, collaboration, and generative growth. She is continually inspired by teachers who, on a daily basis, create space for children to drive the mathematical work and challenge the broader discourse of who does and does not get to be "good at math." Angela is coauthor of Young Children's Mathematics: Cognitively Guided Instruction in Early Childhood Education (Heinemann, 2016) and coeditor of Choral Counting and Counting Collections: Transforming the PreK-5 Math Classroom (Stenhouse, 2018). Find her on Twitter @Angelaturrou. Nicholas C. Johnson, PhD, is assistant professor in the School of Teacher Education at San Diego State University. His work explores children's learning in classrooms that broaden competent ways of participating. A former classroom teacher, instructional coach, and county office coordinator, Nick partners with new and practicing teachers to learn about children's mathematical thinking and to reimagine learning and teaching math in school. He is coauthor of Young Children's Mathematics: Cognitively Guided Instruction in Early Childhood Education. Find him on Twitter @CarrythZero. Megan L. Franke, PhD, is professor of education at UCLA. Dr. Franke's research focuses on understanding and supporting teacher learning for both preservice and in-service teachers. She studies how teachers making use of research-based information about the development of children's mathematical thinking support students to learn mathematics. She is particularly interested in how teaching mathematics with attention to students' mathematical thinking (cognitively guided instruction, or CGI) can challenge existing school structures and create opportunities for students who are often marginalized to develop mathematical understanding. Dr. Franke has been engaged in a series of studies with her colleagues that link classroom practice and student outcomes in elementary mathematics classrooms. She is a member of the Development and Research in Early Mathematics Education (DREME) Network where she is studying pre-K-2 coherence and designing resources for early childhood teacher educators. She is currently working with the UCLA Mathematics Project and partnering with the Los Angeles Unified School District to support teachers in pre-K through 5th grade mathematics across 210 elementary and preschools.