PRIMARY MATHEMATICS

Approaches to Teaching Primary Mathematics

Approaches to Teaching Primary Mathematics

Introduction

Over the past thirty years or so, psychologists and educators have conducted an impressive body of investigations on early mathematical thinking and learning (Baroody, Lai, & Mix, 2006; Geary, 1994; Ginsburg, Klein, & Starkey, 1998; Nunes & Bryant, 1996). This research not only sheds light on fundamental issues of cognitive development but also can provide guidance for current efforts at early childhood mathematics education. Our chapter draws selectively upon the extensive research literature to examine basic issues of early mathematical thinking and learning.

Approaches to Teaching Primary Mathematics

First, we present a theoretical framework showing that the confluence of biology and environment guarantees the almost universal construction of a relatively powerful everyday mathematics. Second, the largest part of the chapter discusses young children's interest in and knowledge of number, shape, pattern, measurement, and space. Third, we present a brief account of mathematics teaching experiments. And finally we use recent research findings and theory to address issues of early childhood mathematics education.

Context and literature

In the UK, many education professionals, parents, and policy makers are concerned that British children's mathematics performance is weaker than it should be. East Asian children outperform their British counterparts in mathematics achievement, perhaps as early as kindergarten (Stevenson, Lee, & Stigler, 1986). Also, within the UK, low-income and disadvantaged minority children show lower average levels of academic achievement than do their middle- and upper-income peers (Denton & West, 2002).

One approach to ameliorating these problems is to strengthen preschool education. A solid foundation in preschool education, including mathematics, can help to improve academic achievement for children in general and for low-income children in particular (Bowman, Donovan, & Burns, 2001). Research shows that “readiness” is not an issue; children are already interested in and learning a mathematics that is often more genuine than what is later taught in school. Many states and other education agencies have therefore introduced new literacy and mathematics programs for preschool children. Many countries around the world are also emphasizing early childhood mathematics education (ECME). In view of these developments, the major question is not whether to teach early mathematics, but how to do so properly and effectively.

In response to the need for sound and effective ECME, several researchers have become involved in creating early mathematics programs (Casey, Kersh, & Young, 2004; Griffin, 2004; Serama & Clements, 2004; Sophian, 2004; Starkey, Klein, & Wakeley, 2004). No program has yet been extensively evaluated, although some are beginning the process. Here we briefly describe the program with which we are most familiar, namely our own, Big Math for Little Kids (BMLK) (Greenes, Ginsburg, & Balfanz, 2004), and discuss general issues it raises.

Created with the help of teachers over a four-year period, primarily in low-SES child care settings, BMLK is a comprehensive curriculum with separate materials for 4- and 5-year-olds. BMLK was developed with particular attention to low-SES children, but was meant to be challenging for all children. At both age levels, BMLK uses activities and stories to develop skills and ...