Supporting Mathematical Development: Improving Outcomes for Stakeholders Through Research

• In Event: AERA Poster Session 9
  In Poster Session: Early Childhood Education Partners

Abstract

This study compares the experiences of two cohorts of university students who learn about the Counting Collections activity in a practicum course and analyzes their skills in implementing the activity in publicly-funded preschool programs. While the university classroom experiences were similar across cohorts, Cohort #2 had an added component of feedback on performance of the activity from peers and instructor in the university classroom. The implementation of Counting Collections for Cohort #1 and Cohort #2 differed in support for mathematical goals. It appears that practicing the activity in the university classroom and receiving feedback from both peers and instructor increased the ability of the students in Cohort #2 to appropriately support the mathematical goals of Counting Collections.

Authors

• Raionna Thompson, Larkin Street Youth Services

• Linda Michele Platas, San Francisco State University