As a community, we are focused on high-quality instruction that leads to deep understanding. The teachers of our youngest learners take action to develop young, strong mathematicians. Together, we are studying Choral Counting and Counting Collections: Transforming the PreK-5 Math Classroom to deepen and strengthen our understanding of learning and teaching early numeracy.
Counting is a vibrant part of early learning about mathematics. Young children are constantly counting as they make sense of their world. [Franke, Kindle Locations 490-491}
For our second session together, we turned our attention to choral counting and what we learn when we listen to the diverse thinking of the learners in the room. As you can see from the tweets below, our teachers are working with our young students to confirm a sense of belonging while strengthening our culture of being seen, known, and heard by teachers and peers.
Choral Counting gets to the heart of what we want for our mathematical communities. This activity creates space for all students to notice, to wonder, and to pursue interesting ideas. Students and teachers alike wonder together about patterns, and why and how numbers change or stay the same. [Franke, Kindle Locations1526-1528}
In addition to deeper work with choral counting, we continue to empower young learners to count, record, and think.
Learning about counting and cardinality are big ideas in the early grades. Having a collection of items invites children to count to find the total number of objects. As children count, they come to understand the relationship between numbers and quantities and connect counting to cardinality. [Franke, Kindle Locations 501-503}
How do we strengthen and deepen understanding, confidence, and efficacy? Who do we help when learners persevere, show their work, and . . . ? What are ways to empower learners to become self-correcting, self-reliant, and independent?
Franke, Megan L. Choral Counting and Counting Collections: Transforming the PreK-5 Math Classroom.. Stenhouse. Kindle Edition.