This project is creating and studying a professional development model to support preK teachers in developing culturally and developmentally appropriate practices in counting and early number. The proposed model is targeted at teachers of children in four-year-old kindergarten, and focuses on culturally relevant teaching and learning. The model stresses counting and basic number operations with the intention of exploring the domain as it connects to children's experiences in their homes and communities.
Professional Development for Culturally Relevant Teaching and Learning in Pre-K Mathematics
Developers and researchers at the University of Wisconsin are creating and studying a professional development model that connects research in counting and early number (CGI), early childhood, and funds of knowledge. The proposed model is targeted at teachers of children in four-year-old kindergarten, and focuses on culturally relevant teaching and learning. The model stresses a specific, circumscribed content domain - counting and basic number operations - with the intention of exploring the domain in depth particularly as it connects to children's experiences in their homes and communities and how it is learned and taught through play.
The project designs, develops, and tests innovative resources and models for teachers to support ongoing professional learning communities. These learning communities are designed to identify and build on the rich mathematical understandings of all pre-K children. The project's specific goals are to instantiate a reciprocal "funds of knowledge" framework for (a) accessing children's out-of-school experiences in order to provide instruction that is equitable and culturally relevant and (b) developing culturally effective ways to support families in understanding how to mathematize their children's out-of-school activities. Teachers are observed weekly during the development and evaluation process and student assessments are used to measure students' progress toward meeting project benchmarks and the program's effectiveness in reducing or eliminating the achievement gap.
The outcome is a complete professional development model that includes written and digital materials. The product includes case studies, classroom video, examples of student work, and strategies for responding to students' understandings.
|Title||Type||Post date Sort ascending|
|Imagining a Future in 4k: How Professional Identity Shapes Notions of Mathematics||Resource||03/31/2015 - 11:02am|
|Exploring young children’s multiple mathematical resources through action research||Resource||03/31/2015 - 10:56am|
|Young Children's Mathematics: Whose Home Practices Are Privileged?||Resource||03/19/2015 - 03:20pm|
|Swimming Upstream in a Torrent of Assessment||Resource||03/19/2015 - 03:13pm|
|Professional Development for Culturally Relevant Teaching and Learning in Pre-K Mathematics||Poster||08/19/2014 - 08:03am|
|Professional Development for Culturally Relevant Teaching and Learning in Pre-K Mathematics||Poster||06/22/2012 - 01:39pm|
|Professional Development for Culturally Relevant Teaching and Learning in Pre-K Mathematics||Poster||12/22/2010 - 01:55pm|