Despite what is currently known about the most effective ways to assess what young children know about mathematics, the use of worksheets is as alive and well today in many early childhood classrooms as it was forty years ago. I clearly remember the worksheets that had the pictures of coins to count, or objects in boxes to sort; and readers probably remember the bundles of “tens” that looked like little stacks of dynamite. Unfortunately, in the last four years as a university professor and field supervisor, I continue to see children in many of the kindergarten, first-, second-, and third-grade classrooms I visit completing worksheets that are similar to what I remember from years ago.
Elizabeth Ziemba is interested in incorporating writing throughout the content areas and finds children's writing crucial to assessing their development of mathematics concepts.
Prior to teaching at Kean she taught kindergarten, first, and second grades.
Edited by Deborah W. Allen, email@example.com, and Jo Hoffman, firstname.lastname@example.org, faculty members in the Department of Early Childhood and Family Studies at Kean University in Union, NJ 07083. This department addresses the early childhood teacher's need to support young children's emerging mathematics understandings and skills in a context that conforms with current knowledge about the way that children in prekindergarten and kindergarten learn mathematics. Readers are encouraged to send submissions to this department by accessing tcm.msubmit.net. Manuscripts should be double-spaced and not exceed eight typed pages.