Catalyzing Change in Early Childhood and Elementary Mathematics is part of the Catalyzing Change Series, a collection of three books intended to initiate the critical conversations on policies, practices, and issues that impact mathematics education. In 2018, the first book in the series, Catalyzing Change in High School Mathematics: Initiating Critical Conversations, was published. The work initiated by that book suggested a need to broaden the critical conversations to include early childhood, elementary, and middle school mathematics. For example, the recommendation for a common shared pathway in high school mathematics must take into consideration what must happen in early childhood and elementary mathematics for a common shared pathway to become a reality in middle and high school mathematics.Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations recognizes that the strengths and needs of young children must be considered when addressing the continuity and alignment of mathematics education for this student group. It also identifies and addresses the critical conversations necessary to meet the following critical challenges:Broadening the purpose of school mathematics to prioritize development of deep conceptual understanding so that children experience joy and confidence in themselves as emerging mathematiciansDismantling structural obstacles that stand in the way of mathematics working for each and every studentImplementing equitable instructional practices to cultivate students positive mathematical identities and a strong sense of agencyOrganizing mathematics along a common shared pathway grounded in the use of mathematical practices and processes to coherently develop a strong foundation of deep mathematical understanding for each and every childRead Catalyzing Change in Early Childhood and Elementary Mathematics and find out why the status quo is unacceptable, what actions you can take to change it, and how to make a difference! Be a part of the bright future of mathematics teaching and learning.

 

 

There are 166 pages in this book. This book was published in 2020 by National Council of Teachers of Mathematics, U. S. .