Observing in Mary White's kindergarten classroom is like watching a beehive: hustle and bustle all around. Children work puzzles, create artwork, build with blocks, read books, and write their own stories.

Contributor Notes

Ann H. Wallace, wallacah@jmu.edu, is an associate professor of mathematics education at James Madison University in Harrisonburg, Virginia. She teaches under-graduate and graduate methods courses for early childhood and elementary school education majors as well as content courses for teachers.

Mary J. White, whitemj@cofc.edu, is a master teacher in a Pre-K–K classroom at the N.E. Miles Early Childhood Development Center at the College of Charleston, South Carolina. She is interested in storytelling, emergent curriculum, and how children's emerging math concepts develop.

Ryan Stone, ryanstone925@yahoo.com, teaches first grade at W.B. Goodwin Elementary School in North Charleston. He is interested in the influences of poverty on students' academic achievements. Edited by Andrew M. Tyminski, atyminski@purdue.edu, an assistant professor of mathematics education at Purdue University in West Layfayette, Indiana; and Signe E. Kastberg, skastber@iupui.edu, an assistant professor of mathematics education at Indiana University Purdue University in Indianapolis. Articles in the “early childhood corner” department address the need for teachers' support of prekindergarten and kindergarten students' emerging mathematical understanding and skills in contexts that conform with the way that young children learn. Send submissions to this department by accessing http://tcm.msubmit.net. Find detailed submission guidelines for all TCM departments at www.nctm.org/tcmdepartments.

(Corresponding author is Wallace wallacah@jmu.edu)
(Corresponding author is White whitemj@cofc.edu)
(Corresponding author is Stone ryanstone925@yahoo.com)
Teaching Children Mathematics

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