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“I am really bad at math. I can’t even do middle school math, let alone high school math. So there is no way that I am going to be able to help my son this year in algebra.”

I later found out that this parent was an elementary school teacher, and that was kind of a scary thought to me. It is weird because I have never heard a parent (or any adult for that matter) admit that they were “really bad” at reading. It is quite unfortunate that our society has adopted the standard that it is okay to openly admit being bad at math. Consequently, many children think poor performance in math is acceptable, based on the viewpoints of many adults.

I’m not trying to make generalizations about early childhood teachers. Clearly, some have better math backgrounds and attitudes. However, MTP will hopefully provide the necessary support to help all teachers improve their attitudes and skills in math and science, regardless of their previous dispositions. If the MTP team can develop quality materials, and demonstrate to the teachers that these activities are meaningful and relevant, then hopefully more teachers will begin to naturally gravitate more towards math and science activities. Even the smallest attitude adjustment could result in increased teacher-confidence, which should correlate to a higher quality teaching and learning process. Indeed, this will be a challenge, but one that the MTP team is ready to try and tackle.

As for the professional development, I think the Consultancy Design of the MTP provides a great channel to teachers to improve their professional development. The videoconferencing builds a real world communication for teachers and consultants. I am just wondering whether the teacher would care about others to observe or know how she/ he is teaching in class.

One way to overcome the obstacles is to convince Pre-K teachers of the importance of teaching Math and Science to children. Making them feel math and science are essential as much as language and literacy for children’s development by addressing proper rational of MTP research. Language is basis for studying knowledge in other domains. If the foundation is shaky, the tower will began to crumble. That’s why most Pre-K curriculums are centered on language and literacy development. What are the disadvantages we can expect if math and science are not appropriately taught in Pre-K schools?

For my master’s degree, I invested children’s conceptual development regarding the shape of the earth. My study focused on how children’s misconceptions about the earth’s shape changed when they were asked to think about a more knowledgeable child’s reasoning.
Children had a variety of misconceptions about the shape of the earth. For example, some children conceived of the earth as a flat plane or as a disc. They assumed that the earth has an end or an edge from which one can fall off and is covered by sky and solar objects above its flat top. Other children believed that there are two earths, a round one up in the sky and a flat one upon which they live. Yet others considered the earth to be a hollow sphere, with people living on flat ground deep inside it. Still others thought of the earth as a thick pancake – with people living on the flattened positions.
Although the results of my study showed that through the process of trying to explain another’s reasoning, children came to understand that other possibilities might exist, I realized that children’s misconceptions in science are so resistant to change. Fewer misconceptions might persist if children have opportunities to learn science properly in their Pre-K schools. Pre-K teachers need to be aware of it in order to get motivated to teach in effective ways.

If I add another, I would mention the contents and delivery forms of Math/Science teaching. How do we make math/science knowledge interesting and understandable to children? Jean Piaget classified four stages of cognitive development. According to the classification, children enter Preoperational period between 2 – 7 years. “During this period, children develop symbolic function that makes them use letters, pictures, or symbols to express abstract meaning. Inability of Conserve is another characteristic, which indicates children’s lack of perception of conservation of mass, volume, and number after the change of the original form.” (Wikipedia, Theory of cognitive development).

I think this model provides some clues on why early childhood is so centered on language development. Kindergartener may not be prepared to math/science knowledge, which is deeply related with the perception on mass, volume, and number. However, it does not implement that educators have to wait for next developmental stage, but they (or us) need to carefully select and deliver math/science instruction, making it developmentally appropriate. I have few ideas how to plan and conduct lessons in real classrooms. I think some teachers may have similar ambiguity and anxiety toward math/science teaching. I hope MTP will provide the applicable ideas and practices (e.g. the teaching day of Dr. Kinzie, above) for math/science classes.

The idea of using standards in pre-K is appealing, as it would provide teachers with goals and direction, but I worry that students who do not meet the standards will become labeled in a negative way. I feel that young children develop at such differing rates that it would unfortunate for a child to think of herself as underachieving at such a young age and, when in fact, she may not be underachieving, but just maturing more slowing than others. Perhaps process-based standards may be useful. I’m not sure what these would look like for pre-K, but standards related to analyzing, comparing or describing may be more useful than a standard stating that a child should be able to count to 30, for example.

While i agree with just about everything folks have been pointing out, two things struck me as being particularly tough when joined. First, I think Dr. Kinzie hit on a great “selling point” when she explained that one way to get teacher buy-in was to “extend themes throughout the teaching day, making math and science experiences more multi-dimensional, through related storybooks, art activities, etc.” I think this would go a long way toward widening adoption.

However, it exacerbates a problem Eddie brought up: assessment. If ECE teachers may already have a tough time assessing math/sci knowledge as a result of their level of mastery, embedding the students’ math/sci ability within a multi-dimensional/cross-discipline project may make assessment even more difficult! I haven’t thought of a way to split these two up, but i look forward to hearing others’ ideas… j

Pat– Hear! Hear!