Children are Born Mathematicians: Supporting Mathematical Development, Birth to Age 8 by Eugene Geist	List Price: $66.67
Developed to address the new NCTM focal points, which use a chronological approach to thinking about what should be taught in early childhood mathematics.  The book views mathematics as a developmental and constructive process in which the teacher acts as an instructor and facilitator.  The book takes a “3 E” approach to thinking about how math is presented to each age group.  For infants and toddlers, best introduced and presented through interaction with the environment so designing a mathematically active and interactive classroom should be the focus.  For Preschool and Kindergarten children, mathematics is best learned through experiences with materials or projects in the classroom.  For grade school children, more traditional educational experiences become more developmentally appropriate in combination with environment and experience.   The approach is to see math as a developmental process that children engage in as they grow and develop.  The teacher's role is to promote concept understanding and development through active experiences and questioning techniques in combination with teaching skills in developmentally appropriate ways. Focus on Standards based mathematics education--Using standards can help teachers to use many different methods to reach their objectives rather than being tied to one text book series. Focus on children's mathematics development rather than on skill and drill--Mathematics is best introduced to children if the teacher understands how children think and grow generally and mathematically.  This book focuses in depth on the mathematical development of the child and how to introduce developmentally appropriate mathematics programs. NCTM Focal Points are central to teaching mathematics--The new NCTM focal points for each grade are designed to help make mathematics teaching coherent and focused in schools.  This book uses those focal points as a guide to teaching in each grade level.  Knowing what are the two to three most important concepts in each grade helps teachers focus their teaching and mathematics program. A constructivist perspective as well as an acceptance of skills practice--This book takes a constructivist perspective to learning mathematics.  This means that children should be active learners and interact with other children in learning and constructing their knowledge.  Process is at least as important as correct answers and, for teachers, questioning and promoting mathematical thinking is at least as important as learning how to produce correct answers.  Comprehension of concepts is more important than just getting correct answers. Focuses on Mathematics from Birth--This is the only book to include infants and toddlers as active learners of methematics.  A lot of construction and active learning is taking place in the infant and toddlers environment and mathematics can be supported even in the very young.  Just as literacy is promoted from birth, so too can math. Chapter 1    Children and Mathematics:  A Natural Combination                     What is Emergent Mathematics?                     Making a Difference as a Teacher                     Recent Findings in Teaching Mathematics                     Treating Children as Mathematicians                     NCTM Principles, Standards and Curriculum Focal Points                     Putting the Pieces Together:  The "3E" Approach                     Summary                     Web Sites                     Discuss and Apply What You Have Learned      Chapter 2    Building a Knowledge Base and Learning to Reflect                     Understanding Yourself                     Teachers are Decision Makers                     Understanding Child Development                     Understanding Your Students                        Summary                     Web Pages                     Discuss and Apply What You Have Learned      Chapter 3    Diversity, Equity, and Individualized Instruction                     Individualized Instruction                     Socioeconomic Factors                     Minority Student Achievement                     Children with Special Needs                     English Language Learners and Linguistic Diversity                     Gender Differences                         Summary                     Web Pages                     Discuss and Apply What You Have Learned      Chapter 4    Creating a Constructivist Classroom                     The Child-Centered Curriculum                     Preparation of the Child-Centered Environment                     Materials                     What to Do Before the First Day                       Summary                     Web Pages                     Discuss and Apply What You Have Learned      Chapter 5    Infants and Toddlers                     What are Infants and Toddlers Like?                     What Mathematical Concepts Do Infants and Toddlers Learn?                     Meeting Standards with Infants and Toddlers                     What Does an Infant and Toddler Learning Environment Look Like?                     Developmentally Appropriate Strategies and Activities for Infants and Toddlers                     Supporting Emergent Mathematics                     Sample Infant and Toddler Lesson Plans                     Assessment                       Summary                     Web Pages                     Discuss and Apply What You Have Learned      Chapter 6    Preschool Age                     What Are Preschool Children Like?                     What Mathematical Concepts Do Preschool Children Learn?                     Meeting Standards with Preschool Children                     What Does a Preschool Mathematics Learning Environment Look Like?                     Developmentally Appropriate Strategies and Activities for Preschool Age Children                     Sample Preschool Lesson Plans                     Assessment                       Summary                     Web Pages                     Discuss and Apply What You Have Learned      Chapter 7    Kindergarten and First Grade                     What Are K-1 Children Like?                     What Mathematical Concepts Do K-1 Children Learn?                     Meeting Standards with K-1 Children                     What Does a K-1 Mathematics Learning Environment Look Like?                     Developmentally Appropriate Strategies and Activities for K-1 Age Children                     Sample Kindergarten and First-Grade Lesson Plans                     Assessing Mathematics in K-1                       Summary                     Web Pages                     Discuss and Apply What You Have Learned      Chapter 8    Second and Third Grade                     What Are SEcond and Third Graders Like?                     What Mathematical Concepts Do Second and Third Grade Children Learn?                     Learning Disabilities - ADHD, Dyslexia and Dyscalculia                     Meeting Standards for Second and Third Grade Children                     What Does a Second and Third Grade Mathematics Learning Environment Look Like?                     Developmentally Appropriate Strategies and Activities for Second and Third Grade Children                     Sample Second- and Third-Grade Lesson Plans                     Assessing Mathematics in Second and Third Grade                       Summary                     Web Pages                     Discuss and Apply What You Have Learned      Chapter 9    Integrating Mathematics                     The Importance of Integration                     Using the Project Approach                       Summary                     Web Pages                     Discuss and Apply What You Have Learned     Appendix - Sample State Standards
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