The research-based balance in early childhood mathematics
A response to Common Core criticisms
Bibliographic Data
| ID | 12137758 |
|---|---|
| Authors | Douglas H Clements (0000-0003-1800-5099, University of Denver, corresponding author), Karen C Fuson (0000-0002-6782-3824, Northwestern University), Julie Sarama (0000-0003-1275-6916, University of Denver) |
| Year | 2017 |
| Volume | 40 |
| Pages | 150-162 |
| Publication date | 2017-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2017.03.005 |
| OpenAlex | W2604359790 |
| Language | EN |
| Citations received | 13 |
| References cited | 53 |
We address common criticisms of the Common Core State Standards—Mathematics, evaluating them based on comprehensive reviews of existing documentation and research to better ground future debates and to ameliorate negative effects of possible misconceptions or misinterpretations. The four main criticisms follow. (1) No one who helped develop the standards had any expertise in the education of young children. (2.) The CCSSM dictates scripted curricula and didactic instruction rigidly applied to all children at the same pace. (3.) The standards emphasize academic skills and leave no time for play, exploratory approaches, or social-emotional development. (4.) The standards are too early and therefore developmentally inappropriate for children in the early grades. We conclude that these criticisms are not valid, and that, given the importance of mathematics to academic success in all subjects, all children need and deserve to build a robust knowledge of mathematics in their earliest years and can do so if we use the research knowledge and research-based standards and programs presently available. We summarize and exemplify the research-based balanced approach to teaching based on learning trajectories that can provide guidance for engaging and developmentally appropriate mathematical experiences that have been demonstrated to help all children learn to high standards
Common core · Core (optical fiber · Curriculum · Developmental psychology · Documentation · Early childhood · Exploratory research · Mathematics education · Pace · Pedagogy · Social science · Sociology · Cognitive and developmental aspects of mathematical skills · Computer Science · Education Methods and Practices · Mathematics Education and Teaching Techniques · Psychology
Habilidades Matemáticas en Preescolares con Trastorno Específico del Lenguaje
Cultivating mathematical thinking through home-based engineering tasks
Développement du raisonnement spatial d’enfants à la maternelle quatre ans temps plein au Québec
Relations entre la qualité des interactions enseignante-enfants et le développement du raisonnement spatial des enfants de maternelle quatre ans à temps plein en milieu défavorisé
How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions
Mathematical beliefs and self-reported practices of Chinese early childhood teachers in the context of teaching mathematics during block play
Manifestations of Mathematics within the Power Dynamics in a Pre-K Classroom
Programming as a language for young children to express and explore mathematics in school
A rural Chinese kindergarten teacher's pedagogical shift
Strengthening the Kindergarten Teacher’s Manual Based on the NCTM Standards
The quality of teacher feedback matters
Exploring early mathematics through picturebooks
Dimensionality of preschoolers’ informal mathematical abilities
The child's conception of geometry
Schooling disadvantaged children
Children’s Counting and Concepts of Number
From Neurons to Neighborhoods
Social Processes in Early Number Development
Development of Numerical Estimation in Young Children
Early Childhood Mathematics Intervention
Teaching Students What They Already Know? The (Mis)Alignment Between Mathematics Instructional Content and Student Knowledge in Kindergarten
Family influences on school achievement in low-income, African American children.
Children’s Classroom Engagement and School Readiness Gains in Prekindergarten
The impacts of an early mathematics curriculum on oral language and literacy
What is “appropriate practice” at home and in child care
Big Math for Little Kids
Early mathematical experiences
Mathematics and language
Differential calculation abilities in young children from middle- and low-income families
School readiness and later achievement
What counts in the development of young children's number knowledge
Number Understanding in Preschool Children
Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics With Trajectories and Technologies
Inequality in Preschool Education and School Readiness
| Citations per year | 1.63 |
|---|---|
| Citation span | 2018 - 2026 (9) |
| Highly cited | No |