Angela Chan Turrou,
PhD,
is senior researcher and teacher educator at the University of California, Los
Angeles (UCLA) Graduate School of Education and Information Studies. Her work
lives at the intersection of children's mathematical thinking, classroom
practice, and teacher learning. In her work with teachers and teacher educators
across preschool and elementary settings, Angela leverages purposeful
Instructional Activities driven by children's mathematical thinking to support
teacher learning, collaboration, and generative growth. She is continually inspired
by teachers who, on a daily basis, create space for children to drive the mathematical
work and challenge the broader discourse of who does and does not get to be "good
at math." Angela is coauthor of Young
Children's Mathematics: Cognitively Guided Instruction in Early Childhood
Education (Heinemann, 2017) and coeditor of Choral Counting and Counting Collections: Transforming the PreK-5 Math
Classroom (Stenhouse, 2018). Angela lives in Los Angeles, CA. Find her on
Twitter @Angelaturrou.

Nicholas C. Johnson, PhD, is assistant
professor in the School of Teacher Education at San Diego State University
(SDSU). His work investigates how classrooms shape children's opportunities to
participate and learn. A former classroom teacher, instructional coach, and
county office coordinator, Nick partners with new and practicing teachers to
explore children's mathematical ideas and expand what "counts" as math in school.
He is a member of SDSU's Center for Research in Mathematics and Science
Education, coauthor of Young Children's
Mathematics: Cognitively Guided Instruction in Early Childhood Education

(Heinemann, 2017), and a contributor (with
Natali Gaxiola) to Choral Counting and
Counting Collections: Transforming the PreK-5 Math Classroom (Stenhouse, 2018).
Nick lives in San Diego, CA. Find him on Twitter @CarrythZero.

Megan L. Franke, PhD, is professor
of education at UCLA. Dr. Franke's work focuses on understanding and supporting
teacher learning for both preservice and in-service teachers. She is
particularly interested in how teaching mathematics with attention to students'
mathematical thinking (Cognitively Guided Instruction, or CGI) can challenge
existing school structures and create opportunities for students who are often
marginalized to mathematically thrive. Dr. Franke is a member of the
Development and Research in Early Mathematics Education (DREME) Network at
Stanford University where she is studying pre-K-2 coherence and designing
resources for early childhood teacher educators. She lives in Santa Monica, CA.
Find her on Twitter @meganlfranke.

The Young Child and Mathematics is an important resource that
extends our view of both learning and teaching mathematics. Grounded in
research, guided by concerns for equity, built from practical experiences, and
permeated with the principle that children's mathematical thinking is
paramount, this is the resource that will enrich mathematical experiences for
teachers and children.

-Douglas H. Clements, Distinguished University Professor,
Kennedy Endowed Chair in Early Childhood Learning, and Executive Director of
the Marsico Institute, University of Denver

To read this book is to be
invited into a world of rich interactions among young children and teachers
where children's mathematical ideas, experiences, and identities are affirmed
and allowed to flourish. With exquisite detail, you'll develop a fresh
perspective to see the mathematical value in children's playful and joyful
interactions and discover how to build on them together with your colleagues.

--Elham Kazemi, Professor
of Mathematics Education, University of Washington

Love it! This book is full
of everyday and universal examples of how children make sense of their world
and the math found around them. It is a timely resource that I can use to
remind me of the why and how of engaging young children--not just in math
experiences, but across the range of experiences they encounter throughout the
day. I find a new "aha!" with each turn of the page. This is a welcome addition
to my resource shelf and a must-have for anyone who wants to be responsive and
connect to children's lives while helping them develop and nurture their math
thinking.

--Tammy D. Dunn, Head
Kindergarten Teacher, Little Red School House and Elisabeth Irwin High School

The
Young Child and Mathematics, Third Edition, focuses on finding,
encouraging, and supporting math thinking throughout the day. Math learning
opportunities are highlighted both inside and outside of spaces typically
thought of as "math time." Rather than a detailed account of what is involved
in early childhood mathematics, this book focuses on a smaller number of math
ideas and dives deeply into them with real-world vignettes from the classroom
as anchors. The authors explore and describe children's thinking and teachers'
practice within each story, returning to these examples throughout the chapter
to illustrate a mathematical point or emphasize an aspect of math teaching,
learning, or development. It does a great job of translating research-based
recommendations into practical tips for teachers, like how to extend
mathematical problem solving with follow-up questions. Readers will discover
the math all around them--and also how to find it, how to assess it in authentic
ways, and how to raise up children's math ideas equitably.

--Alissa A. Lange,
Associate Professor of Early Childhood Education and Director of Early
Childhood STEM Lab, East Tennessee State University

Publisher: National Association for the Education of Young Children

Pub date: 2021-11-23

Length: 128 pages