Required Readings/Resources: (required resources not included in cost of course)
All Reading are available on Canvas.
Baroody, Arthur J. & Wilkins, Jesse L. M. 1999. “The Development of Informal Counting, Number, and Arithmetic Skills and Concepts.” In Mathematics in the Early Years, ed. Juanita V. Copley, 48-65. Reston, VA: National Council of Teachers of Mathematics.
Clements, D. H. (March 01, 1999). Subitizing: What Is It? Why Teach It? Teaching Children Mathematics, 5, 7, 400-405.
Fuson, Karen C., Grandau, Laura, & Sugiyama, Patricia A. May 2001 “Achievable Numerical Understandings for All Young Children.” Teaching Children Mathematics, 522-526.
Gripton, C., & Pawluch, D. (2021). Counting collections in the early years. Math. Teach, 275, 6-10.
Guberman, Steven R. 1999. “Cultural Aspects of Young Children’s Mathematics Knowledge.” In Mathematics in the Early Years, ed. Juanita V. Copley, 32-33. Reston, VA: National Council of Teachers of Mathematics.
Kari, A. R. & Anderson, C. B. (January 01, 2003). Opportunities to Develop Place Value through Student Dialogue. Teaching Children Mathematics, 10, 78-82.
MacDonald, Beth L. & Shumway, Jessica. (February 2016). Subitizing Games: Assessing Preschoolers’ Number Understanding, Teaching Children Mathematics, 22, 6, 341-348.
Maclellan, Effie 1997. The Importance of Counting. In I. Thompson (ed.), Teaching and Learning Early Number, pp.31-40. Maidenhead: Open University Press.
National Council of Teachers of Mathematics. 2000. Principles and Standards for School Mathematics, 73-77; 78-88; 122-126; 128-131;136-141. Reston, VA: National Council of Teachers of Mathematics.
Sawyers, K., & Hutson-Brandhagen, J. (January 01, 2004). Music and Math: How Do We Make the Connection for Preschoolers? Exchange Press, 158, 46-49.
Schoenfeld, A. H., & Stipek, D. (2011). Math matters: Children’s mathematical journeys start early. In Report of the Pathways for Supporting Early Mathematics Learning Conference. Berkeley, CA.
Schwerdtfeger, J. & Chan, A. 2007. Counting Collections. Teaching Children Mathematics, 13(7), 356-361.
Tondevold, Christina. 2015. 4 Relationships That Will Increase Your Students’ Number Sense. Orofino, ID: Mathematically Minded, LLC
Temple, A. W. (January 01, 2016). Common Core brief: The place-value progression. Teaching Children Mathematics, 22, 8, 453
Turrou, A. C., Franke, M. L., & Johnson, N. (October 01, 2017). Choral Counting. Teaching Children Mathematics, 24, 2, 128-135
Wigley, Alan. 1997. Approaching Number through Language. In I. Thompson (ed.), Teaching and Learning Early Number, pp.31-40. Maidenhead: Open University Press.
Other Suggested Readings/Resources:
Franke, Megan L., Kazemi, Elham, & Turrou, Angela Chan. 2018. Choral Counting and Counting Collections: Transforming the PreK-5 Math Classroom, Portsmouth, NH: Stenhouse Publishers.
Hiebert, James et. al. 1997. Making Sense, 7-12; 53-63. Portsmouth, NH: Heinemann.
Kamii, C. & National Association for the Education of Young Children. (2005). Number in preschool and kindergarten: Educational implications of Piaget’s theory. Washington, DC: National Association for the Education of Young Children.
Parks, A. N., Wakabayashi, T., & Hardin, B. (September 01, 2018). Chewing on Meaningful Counting in Prekindergarten. Teaching Children Mathematics, 25, 1, 53-59.
Taylor-Cox, J. (January 01, 2001). How Many Marbles in the Jar? Estimation in the Early Grades. Teaching Children Mathematics, 8, 208-216.
Van de Walle, John A., Karp, Karen, & Bay-Williams, Jennifer M. 2019. Elementary and Middle School Mathematics: Teaching Developmentally (10th Edition), Boston: Pearson Education, Inc.
Wright, R. (2015). Teaching number in the classroom with 4-8 year olds. London: SAGE Publications.
