PME-NA

Cultivating Opportunity for Mathematical Writing in PreK

• In Event: Cultivating Opportunity for Mathematical Writing in PreK

Description

Using a grounded theory approach, this research examines the features that characterize inquiry-based classrooms that cultivate experiences for pre-kindergarten students to engage in mathematical writing. Through analysis of data at two field sites, results found that three key classroom features that supported and enriched the inclusion of mathematical writing in pre-kindergarten: opportunities for multimodal representations, facilitation of collaboration and discourse, and connection to environmental print. These findings suggest that early childhood teachers aim to foster experiences and classroom spaces that are inclusive of these elements as they support young children’s enactment of mathematical writing as a means to demonstrate reasoning.

Authors

• Jennifer Ward, Kennesaw State University

• Victoria Damjanovic Damjanovic, Northern Arizona University

• Stephanie M Branson, Northern Arizona University