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This is a great resource to use when students are having difficulties identifying greater than or lesser than factors when using multiplication.

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This classroom resource video from the National Council of Teachers of Mathematics is a great tool to use at the begging of the new lesson when dealing with multiplying factors. This video is also a great tool to show before a test.

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When needing help finding a formula while using fractions, this image will help you easily figure out which formula to use.

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Final Fruity Rations and Proportions lesson plan to help learn in a fun healthy way!

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Try this resource to learn more about the access to equitable mathematic learning opportunities. As well as learning why, the mathematical journey is so important in the early childhood stages. 

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Position Statement on Mathematics in Early Childhood Learning

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Position Statement on Mathematics in Early Childhood Learning

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I chose this resource because it gave me a better understanding of how the mathematic journey starts impacting the early stages in children and why it is so crucial to start at a young age. I loved that this resource gave enough detail and recommendations on how you can implement new learning opportunities at a young age.

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A position of the National Council of Teachers of Mathematics

Question: Why is mathematics important for early childhood learners?

NCTM Position

Young learners' future understanding of mathematics requires an early foundation based on a high-quality, challenging, and accessible mathematics education. Young children in every setting should experience mathematics through effective, research-based curricula and teaching practices. Such practices in turn require that teachers have the support of policies, organizational structures, and resources that enable them to succeed in this challenging and important work.

A growing body of research supports the implementation of curricular resources and program standards for mathematics for early childhood learners (Richardson, 2000; NAEYC & NAECS/SDE, 2003; Clements, Sarama, & DiBiase, 2004; NAEYC, 2009; National Research Council, 2009). The National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) recommend the implementation of "curriculum that is thoughtfully planned, challenging, engaging, developmentally appropriate, culturally and linguistically responsive, comprehensive, and likely to promote positive outcomes for all young children" (2003). This research underscores the need to expand the implementation of pre-kindergarten programs to all communities to provide greater access to early mathematics instruction for early childhood learners. In mathematics, curricular and program standards should be flexible guidelines based on the following criteria: available research and expert practice, the big ideas of mathematics for children, and a range of expectations for outcomes that are developmentally appropriate (Clements, Sarama, & DiBiase, 2004). The big ideas in mathematics must include mathematical experiences that incorporate mathematics content in areas such as number and operations, geometry, algebraic reasoning, and measurement. Mathematics curricula and teaching practices should rest on a solid understanding of both mathematics and the development of young children. Understanding should be monitored by observation and other informal evaluations to ensure that instructional decisions are based on each child's mathematical needs.

Research on children's learning in the first six years of life demonstrates the importance of early experiences in mathematics. An engaging and encouraging climate for children's early encounters with mathematics develops their confidence in their ability to understand and use mathematics. These positive experiences help children to develop dispositions such as curiosity, imagination, flexibility, inventiveness, and persistence, which contribute to their future success in and out of school (Clements & Conference Working Group, 2004).

Early childhood educators should actively introduce mathematical concepts, methods, and language through a variety of appropriate experiences and research-based teaching strategies. Teachers should guide children in seeing connections of ideas within mathematics as well as with other subjects, developing their mathematical knowledge throughout the day and across the curriculum. They must encourage children to communicate, explaining their thinking as they interact with important mathematics in deep and sustained ways.

Teacher education programs must include attention to the mathematics component of early childhood programs, and continuing professional development opportunities should support high-quality mathematics education. Effective professional programs weave together mathematics content, pedagogy, and knowledge of child development and family relationships (Ball & Cohen, 1999). The development of institutional policies that promote teachers' mathematical learning, teamwork, and planning can provide necessary resources to overcome classroom, community, institutional, and system-wide barriers to young children's mathematical proficiency.

References

1. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.),Teaching as the learning profession, pp. 3-32. San Francisco: Jossey-Bass.

2. Clements, D. H., & Conference Working Group. (2004). Part 1: Major themes and recommendations.In D. H. Clements, J. Sarama, & A.-M. DiBiase (Eds.), Engaging young children in Mathematics: Standards for early childhood mathematics education, pp. 7-76. Mahwah, NJ: Lawrence Erlbaum.

3. Clements, D. H., Sarama, J., & DiBiase, A.-M. (Eds.). (2004). Engaging young children in mathematics: Standards for early childhood mathematics. Mahwah, NJ: Lawrence Erlbaum.

4. National Association for the Education of Young Children (NAEYC). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Position Statement. Washington, DC: NAEYC.

5. National Association for the Education of Young Children (NAEYC) & National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Joint Position Statement. Washington, DC:NAEYC.

6. National Research Council. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Committee on EarlyChildhood Mathematics, C. Cross, T. Woods, & H. Schweingruber (Eds.). Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press.

7. Richardson, K. (2000). Mathematical standards for pre-kindergarten through grade 2. Champaign, IL: University of Illinois.

Resources

Copley, J. V. (Ed.). (1999). Mathematics in the early years. Reston, VA: National Council of Teachers of Mathematics.

Copley, J. V. (2000). The young child and mathematics. Reston, VA, and Washington, DC: National Council of Teachers of Mathematics and the National Association for the Education of Young Children.

Copley, J. V. (2004). Showcasing mathematics for the young child: Activities for three-, four-, and five-year-olds. Reston, VA: National Council of Teachers of Mathematics.

Principles and standards for school mathematics Navigations series. Pre-K-Grade 2 vols. (2000-2009). Reston, VA: National Council of Teachers of Mathematics.

Stern, F. L. (2011). Adding math, subtracting tension: A guide to raising children who can do math, prekindergarten-Grade 2. Reston, VA: National Council of Teachers of Mathematics.

Wilburne, J., Keat, J., and Napoli, M. (2011). Cowboys count, monkeys measure, and princesses problem solve. Reston, VA: National Council of Teachers of Mathematics.

Dougherty, B. J., Flores, A., Louis, E., & Sophian, C. (2010). Developing essential understanding of number and numeration for teaching mathematics in prekindergarten-Grade 2. Reston, VA: National Council of Teachers of Mathematics.

Caldwell, J. H., Karp, K., & Bay-Williams, J. M. (2011). Developing essential understanding of addition and subtraction for teaching mathematics in prekindergarten-Grade 2. Reston, VA: National Council of Teachers of Mathematics.

(October 2013)

NCTM position statements define a particular problem, issue, or need and describe its relevance to mathematics education. Each statement defines the Council's position or answers a question central to the issue. The NCTM Board of Directors approves position statements.

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Mathematics in Early Childhood Learning - National Council of Teachers of Mathematics

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A position of the National Council of Teachers of Mathematics Question: Why is mathematics important for early childhood learners? NCTM Position Young learners' future understanding of mathematics requires an early foundation based on a high-quality, challenging, and accessible mathematics education. Young children in every setting should experience mathematics through effective, research-based curricula and teaching practices.

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Learning Difficulties in Mathematics - National Council of Teachers of Mathematics: Use this tool to help with understanding why some students are having more difficulties then others.

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RESEARCH BRIEF and CLIP on Learning Difficulties in Mathematics

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RESEARCH BRIEF and CLIP on Learning Difficulties in Mathematics

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Working in any department of a school I believe it is best to know and learn about your students and how they may work. This resource will help you learn why some students may have learning difficulties. If you are having a new student come in with learning difficulties, read this article to help understand why that student is where they are in their learning journey. This brief also helps you establish a great placement to start with the student that is having trouble. I see a handful of teachers wanting a response right away but most of the time the students don't know and its because they don't know the basics. That leads me to this article to help teach other teachers and educate others why students basic mathematical needs are important. I will be using this tool myself while working in Special education because it will help me and my coworkers have a better understanding why our students have a harder time and this resource is great to use with parents if they are concerned to as why as well.

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Learning Difficulties in Mathematics - National Council of Teachers of Mathematics

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This NCTM Research Brief discusses characteristics of students with learning disabilities.,

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Graphing Linear Equations: Slope & Y-intercept Video Lesson From CLassroom Resource

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Graphing Linear Equations: Slope & Y-intercept Video Lesson From CLassroom Resource

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This video lesson is great when wanting to show students how to graph an equation in the form y = mx + b. Your students will also learn how to find the equation of a line on a coordinate plane in this video lesson. I use this with my students each year when it will come to graphing coordinate planes. I suggest using this when introducing this subject to students as it is a great foundation to go by. I loved in this video lesson that they explained the method step by step and let you take time to over look what they had to say and how to do the steps.

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A position of the National Council of Teachers of Mathematics

Question: Why is mathematics important for early childhood learners?

NCTM Position

Young learners' future understanding of mathematics requires an early foundation based on a high-quality, challenging, and accessible mathematics education. Young children in every setting should experience mathematics through effective, research-based curricula and teaching practices. Such practices in turn require that teachers have the support of policies, organizational structures, and resources that enable them to succeed in this challenging and important work.

A growing body of research supports the implementation of curricular resources and program standards for mathematics for early childhood learners (Richardson, 2000; NAEYC & NAECS/SDE, 2003; Clements, Sarama, & DiBiase, 2004; NAEYC, 2009; National Research Council, 2009). The National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) recommend the implementation of "curriculum that is thoughtfully planned, challenging, engaging, developmentally appropriate, culturally and linguistically responsive, comprehensive, and likely to promote positive outcomes for all young children" (2003). This research underscores the need to expand the implementation of pre-kindergarten programs to all communities to provide greater access to early mathematics instruction for early childhood learners. In mathematics, curricular and program standards should be flexible guidelines based on the following criteria: available research and expert practice, the big ideas of mathematics for children, and a range of expectations for outcomes that are developmentally appropriate (Clements, Sarama, & DiBiase, 2004). The big ideas in mathematics must include mathematical experiences that incorporate mathematics content in areas such as number and operations, geometry, algebraic reasoning, and measurement. Mathematics curricula and teaching practices should rest on a solid understanding of both mathematics and the development of young children. Understanding should be monitored by observation and other informal evaluations to ensure that instructional decisions are based on each child's mathematical needs.

Research on children's learning in the first six years of life demonstrates the importance of early experiences in mathematics. An engaging and encouraging climate for children's early encounters with mathematics develops their confidence in their ability to understand and use mathematics. These positive experiences help children to develop dispositions such as curiosity, imagination, flexibility, inventiveness, and persistence, which contribute to their future success in and out of school (Clements & Conference Working Group, 2004).

Early childhood educators should actively introduce mathematical concepts, methods, and language through a variety of appropriate experiences and research-based teaching strategies. Teachers should guide children in seeing connections of ideas within mathematics as well as with other subjects, developing their mathematical knowledge throughout the day and across the curriculum. They must encourage children to communicate, explaining their thinking as they interact with important mathematics in deep and sustained ways.

Teacher education programs must include attention to the mathematics component of early childhood programs, and continuing professional development opportunities should support high-quality mathematics education. Effective professional programs weave together mathematics content, pedagogy, and knowledge of child development and family relationships (Ball & Cohen, 1999). The development of institutional policies that promote teachers' mathematical learning, teamwork, and planning can provide necessary resources to overcome classroom, community, institutional, and system-wide barriers to young children's mathematical proficiency.

References

1. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.),Teaching as the learning profession, pp. 3-32. San Francisco: Jossey-Bass.

2. Clements, D. H., & Conference Working Group. (2004). Part 1: Major themes and recommendations.In D. H. Clements, J. Sarama, & A.-M. DiBiase (Eds.), Engaging young children in Mathematics: Standards for early childhood mathematics education, pp. 7-76. Mahwah, NJ: Lawrence Erlbaum.

3. Clements, D. H., Sarama, J., & DiBiase, A.-M. (Eds.). (2004). Engaging young children in mathematics: Standards for early childhood mathematics. Mahwah, NJ: Lawrence Erlbaum.

4. National Association for the Education of Young Children (NAEYC). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Position Statement. Washington, DC: NAEYC.

5. National Association for the Education of Young Children (NAEYC) & National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Joint Position Statement. Washington, DC:NAEYC.

6. National Research Council. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Committee on EarlyChildhood Mathematics, C. Cross, T. Woods, & H. Schweingruber (Eds.). Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press.

7. Richardson, K. (2000). Mathematical standards for pre-kindergarten through grade 2. Champaign, IL: University of Illinois.

Resources

Copley, J. V. (Ed.). (1999). Mathematics in the early years. Reston, VA: National Council of Teachers of Mathematics.

Copley, J. V. (2000). The young child and mathematics. Reston, VA, and Washington, DC: National Council of Teachers of Mathematics and the National Association for the Education of Young Children.

Copley, J. V. (2004). Showcasing mathematics for the young child: Activities for three-, four-, and five-year-olds. Reston, VA: National Council of Teachers of Mathematics.

Principles and standards for school mathematics Navigations series. Pre-K-Grade 2 vols. (2000-2009). Reston, VA: National Council of Teachers of Mathematics.

Stern, F. L. (2011). Adding math, subtracting tension: A guide to raising children who can do math, prekindergarten-Grade 2. Reston, VA: National Council of Teachers of Mathematics.

Wilburne, J., Keat, J., and Napoli, M. (2011). Cowboys count, monkeys measure, and princesses problem solve. Reston, VA: National Council of Teachers of Mathematics.

Dougherty, B. J., Flores, A., Louis, E., & Sophian, C. (2010). Developing essential understanding of number and numeration for teaching mathematics in prekindergarten-Grade 2. Reston, VA: National Council of Teachers of Mathematics.

Caldwell, J. H., Karp, K., & Bay-Williams, J. M. (2011). Developing essential understanding of addition and subtraction for teaching mathematics in prekindergarten-Grade 2. Reston, VA: National Council of Teachers of Mathematics.

(October 2013)

NCTM position statements define a particular problem, issue, or need and describe its relevance to mathematics education. Each statement defines the Council's position or answers a question central to the issue. The NCTM Board of Directors approves position statements.

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Mathematics in Early Childhood Learning - National Council of Teachers of Mathematics

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A position of the National Council of Teachers of Mathematics Question: Why is mathematics important for early childhood learners? NCTM Position Young learners' future understanding of mathematics requires an early foundation based on a high-quality, challenging, and accessible mathematics education. Young children in every setting should experience mathematics through effective, research-based curricula and teaching practices.

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This Webinar highlights the importance of having open questions that will allow teachers and students to assess a deeper understanding. Also, in this webinar, it discusses and shares strategies for getting students and parents comfortable with open questions as well as how to turn your existing closed questions into open questions. This is a very great resource to use when having trouble on finding open questions for students and for parents to have a look into how the teachers teach with open questions. I chose this webinar because it gave me a really good look into open questions. I use open questions daily and just grabbed more knowledge from this training to use in the classroom next time. I believe you can too!

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NCTM – Professional Development Webinars

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Powers of 10 Video Lesson (Classroom Resource)

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Powers of 10 Video Lesson (Classroom Resource)

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To start off, I loved watching this video as it was very informative and the kids would love the style of video it is. In this video they teach you about the power of 10 and how to use it in multiplication and division. This video gives you three different examples to work through together. I believe the students would love this because the examples can relate to the students or they may just even be interested in the topic. Use this video if a student is having trouble remembering the power of tens or when multiplying larger numbers. This video has some catchy sayings to help remember.

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General: Members Only Page - National Council of Teachers of Mathematics

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I believe this is a very helpful clip or debrief to consider if you are wanting to know how learning from research is beneficial because it can help you and your students know that every one continues to learn so we can continue to strive to our best. This research clip/brief is to provide some guidance on how research can be helpful in guiding practice. I suggest watching the clip and reading the brief. Both give a great over veiw and look on this topic. I loved reading the brief the most as gave amazing details and examples.

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NCTM Position Statements - National Council of Teachers of Mathematics

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NCTM positions on math education issues and suggested courses of action.