Pre-Kindergarten

Pre-K Early Algebra Through Quantitative Reasoning (PreKEA)

This project is initiating an innovative approach to pre-K students' development of quantitative reasoning through measurement. This quantitative approach builds on measurement concepts and algebraic design of the pre-numeric stage of instruction found in the Elkonin-Davydov (E-D) elementary mathematics curriculum from Russia. The project team is adapting and refocusing the conceptual framework and learning tasks of the E-D pre-numeric stage for use with four-year-olds.

Lead Organization(s): 
Award Number: 
1212766
Funding Period: 
Wed, 09/01/2010 to Sat, 08/31/2013
Full Description: 

This is an exploratory project that endeavors to initiate an innovative approach to preK students’ development of quantitative reasoning through measurement. This quantitative approach builds on measurement concepts and algebraic design of the pre-numeric stage of instruction found in the successful Elkonin-Davydov (E-D) elementary mathematics curriculum from Russia. The PreKEA project will adapt and refocus the conceptual framework of the E-D pre-numeric stage with respect to early algebra in the context of teaching experiments with preK and kindergarten students. A primary goal of the project is to obtain a proof-of-concept and lay down a conceptual and empirical foundation for a subsequent full research and development DR K-12 proposal.

The importance of early algebra (EA) in mathematics education has been acknowledged by the publication of a separate chapter solely devoted to early algebra and algebraic reasoning in the second Handbook of Research on Mathematics Teaching and Learning (Lester, 2007). Given that “much prior research highlights the difficulties that middle and high school students have with algebra,” the proponents of EA argue that “the weaving of algebra throughout the K-12 curriculum could lend coherence, depth, and power to school mathematics, and replace late, abrupt, isolated, and superficial high school algebra courses” (Carraher & Schliemann, 2007, pp. 670-671). At the same time, “quantitative thinking is unavoidable in EA” as it “does not seem realistic to first introduce youngsters to the algebra of number and then proceed to problems steeped in quantities as ‘applications’ of algebra” (ibid., p. 671). While the E-D curriculum with its proven track record focuses on the development of quantitative and measurement reasoning among elementary-aged children in grades 1–6, it is feasible that much younger children, even four-year-olds, can access the pre-numeric ideas. This is supported by research by Baillargeon (2001) and Wynn (1997) who showed that infants as young as two-months old demonstrate the development of number and measurement concepts. The PreKEA project will identify key concepts of the E-D pre-numeric stage relevant to four-year-olds and develop and explore lesson units which can be integrated into US preK settings. The project team combines the international expertise of PI Berkaliev who served as project coordinator and international liaison for an NSF-funded international project US-Russian Working Forum on Elementary Mathematics: Is the Elkonin-Davydov Curriculum a Model for the US? and who also brings the perspective of a mathematician, with the theoretical, methodological, and empirical expertise of co-PI Dougherty who has been one of the leading figures in working with, adapting, and studying the implementations of the E-D curriculum in the US, as well as a group of five leading Russian experts who developed, implemented, and studied the original E-D curriculum. The project resources include the E-D curriculum materials and articles only available in Russian.

The PreKEA (PreK Early Algebra through Quantitative Reasoning) project has the potential to make contributions beyond the preK early algebra curriculum that it will develop and implement. The PreKEA project can benefit disadvantaged students by using an innovative approach to EA instruction that has the potential to broaden access and at an early stage change the situation when disproportionately many disadvantaged students are not prepared adequately for learning quantitative reasoning and algebra. With research in preK narrowly focused on particular topics, the results of this project have the potential to inform a broader field including mathematics education and early childhood education with evidence that young children can access and interact with more complex mathematics, extending beyond counting.

Developers and researchers at the Illinois Institute of Technology and Iowa State University are initiating an innovative approach to pre-K students' development of quantitative reasoning through measurement. This quantitative approach builds on measurement concepts and algebraic design of the pre-numeric stage of instruction found in the Elkonin-Davydov (E-D) elementary mathematics curriculum from Russia. The project team is adapting and refocusing the conceptual framework and learning tasks of the E-D pre-numeric stage for use with four-year-olds. The adaptation is being done in collaboration with experts in Russia who were involved in the original E-D development. A primary goal of the project is to obtain a proof-of-concept and lay down a conceptual and empirical foundation for a subsequent research and development.

The research progresses using teaching experiments involving six students. Each student is engaged in 15 minute one-on-one sessions twice each week. Sessions are videotaped and transcribed for further analysis. The analysis of the data is conducted by the project team in collaboration with Russian consultants.

The research findings and methodology will provide grounds for supporting more complex and sophisticated mathematical ideas that will inform curriculum development for pre-K students and teachers. Results will be published and reported widely.

CAREER: Examining the Role of Context in the Mathematical Learning of Young Children

This project involves a longitudinal, ethnographic study of children's mathematical performances from preschool to first grade in both formal classroom settings and informal settings at school and home. The study seeks to identify opportunities for mathematical learning, to map varied performances of mathematical competence, to chart changes in mathematical performance over time, and to design and assess the impact of case studies for teacher education.

Award Number: 
1461468
Funding Period: 
Mon, 06/15/2009 to Tue, 05/31/2011
Full Description: 

This project involves a longitudinal, ethnographic study of children's mathematical performances from preschool to first grade in both formal classroom settings and informal settings at school and home. The proposed site for the study is a small, predominately African-American pk-12 school. The study seeks to identify opportunities for mathematical learning by young children across multiple contexts, to map varied performances of mathematical competence by young children, to chart changes in young children's mathematical performance over time, and to design and assess the impact of case studies for teacher education that explore young children's mathematical competencies. Research questions focus on mathematical opportunities for learning in various contexts, children's development of knowledge, skills, and dispositions over time, the characteristics of competent mathematical performances, and the role of case studies in helping beginning teachers to understand young minority children's mathematical thinking. Data collected will include video tapes of classroom activities, written fieldnotes of formal and informal settings, student work, parent focus group transcripts, and children's interview performances. Analysis will involve both thematic coding and construction of case studies. The overarching goal of this project is to transform the ways that researchers think about and study the mathematical learning of young minority children as well as the quality of schooling these children experience.

The Inquiry Project: Seeing Weight, Grasping Density (Doubler, Carraher, Asbell-Clarke)

Presenter(s): 
Susan Doubler
David Carraher
Jodi Asbell-Clarke
Year: 
2009
Discipline / Topic: 
Presentation Type: 

⁃What does it look like to begin reasoning early about density before definitions and formulas?

⁃What sorts of classroom activities and teaching approaches might support this?

SGER: Assessing the Educational, Career and Social Impacts of the XO Laptop Program in Birmingham, AL City Schools (Cotten)

Presenter(s): 
Shelia Cotten
Year: 
2009
Presentation Type: 

The goal of this study is to assess the educational, career, and social impacts of disseminating an innovative technology, the XO laptop computer, to minority 4th and 5th grade students in Birmingham City Schools (BCS) in Alabama. This is the largest XO dissemination in the U.S. and the first XO dissemination project to distribute XO laptops to all 1st – 5th grade students in a U.S. school district.

Interactive Ink Inscriptions in K-12 (INK-12) (Collaborative Research: Rubin)

This exploratory project seeks to understand the role that a network of tablet computers may play in elementary and middle school math and science classrooms. The project uses classroom observations, student interviews, teacher interviews, and student artifacts to identify the advantages and disadvantages of these resources, to understand what challenges and benefits they offer to teachers, and to offer recommendations for future hardware, software, and curriculum development.

Partner Organization(s): 
Award Number: 
0822055
Funding Period: 
Mon, 09/01/2008 to Tue, 08/31/2010
Project Evaluator: 
David Reider
Full Description: 

Examining Coaching in Elementary (K-8) Mathematics Classrooms

This project conducts research on knowledge that contributes to successful coaching in two domains: coaching knowledge and mathematics content knowledge. The influence of these knowledge domains on both coaches and teachers is being examined in two ways: (1) by investigating correlations between assessments of coach and teacher knowledge and practice in each domain and (2) by investigating causal effects of targeted professional development for coaches.

Project Email: 
Lead Organization(s): 
Award Number: 
0918326
Funding Period: 
Wed, 07/15/2009 to Sun, 07/31/2011

Worldviews of Exemplary African-American Science Teachers (WEAST)

Mississippi State University is identifying characteristics of exemplary African American elementary science teachers and examining the role of mentoring on beginning elementary science teachers and their students.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0732173
Funding Period: 
Sat, 09/01/2007 to Tue, 08/31/2010

Using Research to Target Title I Needs in Mathematics

This project is producing research syntheses that summarize and make available to practitioners results from research on effective mathematics curricular interventions, teaching practices, and teacher professional development that have been designed to improve achievement by students in Title 1 programs. The project’s goal is to bring together the best resources in both mathematics education and Title I so that programs are better able to serve the mathematical learning and instructional needs of Title I schools.

Award Number: 
0946875
Funding Period: 
Sat, 08/15/2009 to Sun, 07/31/2011

Engineering is Elementary: Engineering and Technology Lessons for Children

This project is developing lessons to engage students in grades 1-5 in engineering activities integrated with their science lessons. The project addresses the need to develop a broad understanding of what engineers do and the uses and implications of the technologies they create. The goals of the project are to increase the technological literacy of the students and to increase elementary teacher’s understanding of technology and engineering, to enable them to teach these subjects.

Lead Organization(s): 
Award Number: 
0454526
Funding Period: 
Wed, 06/01/2005 to Tue, 05/31/2011

Scaling Up Mathematics Achievement (SUMA)

This project aims to (1) investigate whether or not it is possible to successfully scale-up and adapt the Capacity Building Systems Model used in the Gadsden Mathematics Initiative and improve mathematics achievement for all students in a larger school district, and (2) replicate success in broadening the participation of underrepresented groups in entering STEM field by closing the achievement gap and raising the achievement level of underrepresented students in mathematics.

Project Email: 
Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0733690
Funding Period: 
Sat, 09/01/2007 to Tue, 08/31/2010
Project Evaluator: 
Cori Groth and Cheryl Harris

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