Big Math for Little Kids

Carole Greenes; Herbert P. Ginsburg; Robert Balfanz

doi:10.1016/j.ecresq.2004.01.010

Big Math for Little Kids

Carole Greenes
, Herbert P. Ginsburg
, Robert Balfanz

Research output: Contribution to journal › Article › peer-review

115 Scopus citations

Abstract

Big Math for Little Kids , a comprehensive program for 4- and 5-year-olds, develops and expands on the mathematics that children know and are capable of doing. The program uses activities and stories to develop ideas about number, shape, pattern, logical reasoning, measurement, operations on numbers, and space. The activities introduce the mathematical ideas in a coherent, carefully sequenced fashion, and are designed to promote curiosity and excitement about learning and doing mathematics. The program produces playful but purposeful learning of deep mathematical ideas, and encourages children to think about and express their mathematical thinking. Throughout the program, great emphasis is placed on the development of mathematical and mathematics-related language. Our observations suggest two broad questions for future research: What kinds of competence can children develop in the context of a rich mathematics environment? In what ways can mathematics learning promote language and literacy?

Original language	English (US)
Pages (from-to)	159-166
Number of pages	8
Journal	Early Childhood Research Quarterly
Volume	19
Issue number	1
DOIs	https://doi.org/10.1016/j.ecresq.2004.01.010
State	Published - 2004
Externally published	Yes

Keywords

Communicating mathematically
Mathematics curriculum
Mathematics learning

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Sociology and Political Science

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10.1016/j.ecresq.2004.01.010

Cite this

@article{6968574fe030461ab04f7d43eb6618df,

title = "Big Math for Little Kids",

abstract = "Big Math for Little Kids , a comprehensive program for 4- and 5-year-olds, develops and expands on the mathematics that children know and are capable of doing. The program uses activities and stories to develop ideas about number, shape, pattern, logical reasoning, measurement, operations on numbers, and space. The activities introduce the mathematical ideas in a coherent, carefully sequenced fashion, and are designed to promote curiosity and excitement about learning and doing mathematics. The program produces playful but purposeful learning of deep mathematical ideas, and encourages children to think about and express their mathematical thinking. Throughout the program, great emphasis is placed on the development of mathematical and mathematics-related language. Our observations suggest two broad questions for future research: What kinds of competence can children develop in the context of a rich mathematics environment? In what ways can mathematics learning promote language and literacy?",

keywords = "Communicating mathematically, Mathematics curriculum, Mathematics learning",

author = "Carole Greenes and Ginsburg, \{Herbert P.\} and Robert Balfanz",

note = "Funding Information: Development of Big Math for Little Kids{\texttrademark} was funded by the National Science Foundation (Grant \# ESI-9730683) for the period 1998{\textendash}2002, and was carried out in Baltimore, Boston, and New York City. Each of the three sites involved a university and one or more pre-kindergartens, kindergartens, or daycare/extended-day centers in both low- and middle-income areas. The program is now available from Dale Seymour Publications, Pearson Learning Group.",

year = "2004",

doi = "10.1016/j.ecresq.2004.01.010",

language = "English (US)",

volume = "19",

pages = "159--166",

journal = "Early Childhood Research Quarterly",

issn = "0885-2006",

publisher = "Elsevier Ltd",

number = "1",

}

TY - JOUR

T1 - Big Math for Little Kids

AU - Greenes, Carole

AU - Ginsburg, Herbert P.

AU - Balfanz, Robert

N1 - Funding Information: Development of Big Math for Little Kids™ was funded by the National Science Foundation (Grant # ESI-9730683) for the period 1998–2002, and was carried out in Baltimore, Boston, and New York City. Each of the three sites involved a university and one or more pre-kindergartens, kindergartens, or daycare/extended-day centers in both low- and middle-income areas. The program is now available from Dale Seymour Publications, Pearson Learning Group.

PY - 2004

Y1 - 2004

N2 - Big Math for Little Kids , a comprehensive program for 4- and 5-year-olds, develops and expands on the mathematics that children know and are capable of doing. The program uses activities and stories to develop ideas about number, shape, pattern, logical reasoning, measurement, operations on numbers, and space. The activities introduce the mathematical ideas in a coherent, carefully sequenced fashion, and are designed to promote curiosity and excitement about learning and doing mathematics. The program produces playful but purposeful learning of deep mathematical ideas, and encourages children to think about and express their mathematical thinking. Throughout the program, great emphasis is placed on the development of mathematical and mathematics-related language. Our observations suggest two broad questions for future research: What kinds of competence can children develop in the context of a rich mathematics environment? In what ways can mathematics learning promote language and literacy?

AB - Big Math for Little Kids , a comprehensive program for 4- and 5-year-olds, develops and expands on the mathematics that children know and are capable of doing. The program uses activities and stories to develop ideas about number, shape, pattern, logical reasoning, measurement, operations on numbers, and space. The activities introduce the mathematical ideas in a coherent, carefully sequenced fashion, and are designed to promote curiosity and excitement about learning and doing mathematics. The program produces playful but purposeful learning of deep mathematical ideas, and encourages children to think about and express their mathematical thinking. Throughout the program, great emphasis is placed on the development of mathematical and mathematics-related language. Our observations suggest two broad questions for future research: What kinds of competence can children develop in the context of a rich mathematics environment? In what ways can mathematics learning promote language and literacy?

KW - Communicating mathematically

KW - Mathematics curriculum

KW - Mathematics learning

UR - https://www.scopus.com/pages/publications/1842659813

UR - https://www.scopus.com/pages/publications/1842659813#tab=citedBy

U2 - 10.1016/j.ecresq.2004.01.010

DO - 10.1016/j.ecresq.2004.01.010

M3 - Article

SN - 0885-2006

VL - 19

SP - 159

EP - 166

JO - Early Childhood Research Quarterly

JF - Early Childhood Research Quarterly

IS - 1

ER -

Big Math for Little Kids

Abstract

Keywords

ASJC Scopus subject areas

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