Early Childhood Corner: Enhancing think-pair-share

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Andrew M. Tyminski
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Sue Ellen Richardson
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Elizabeth Winarski
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Brendon's words hung in the air. The classroom seemed alive with energy. A murmur went around the room as each student mathematician considered what their colleague had shared and thought aloud about the method he had presented.

Contributor Notes

Andrew M. Tyminski, atyminski@purdue.edu, is an assistant professor of mathematics education at Purdue University in West Lafayette, Indiana. His interests include professional development for teachers of grades K–8 mathematics, their use of curriculum, and their pedagogical decisions in the moment of teaching.

Sue Ellen Richardson, ser2@iupui.edu, is a doctoral student studying early childhood education and mathematics education at Indiana University in Bloomington. She works with preservice elementary school teachers and has interests in teacher education and in the development of young children's mathematical thinking.

Elizabeth Winarski, ewinarsji@theprojectschool.org, is a teacher in a multiaged kindergarten classroom at the Project School in Bloomington. Edited by Signe E. Kastberg, skastber@iupui.edu, an assistant professor of mathematics education at Indiana University Purdue University in Indianapolis. “Early childhood corner” addresses the need for early childhood teachers to support young children's emerging mathematics understanding and skills in a context that conforms with current knowledge about the way that children in prekindergarten and kindergarten learn mathematics. Send submissions of not more than 2000 words to this department by accessing tcm.msubmit.net. See detailed submission guidelines for all departments at www.nctm.org/tcmdepartments.

(Corresponding author is Tyminski atyminski@purdue.edu)
(Corresponding author is Richardson ser2@iupui.edu)
(Corresponding author is Winarski ewinarsji@theprojectschool.org)
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Teaching Children Mathematics
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