The role of funds of knowledge to inform pedagogical approaches to early mathematics

• In Event: 1-024 - Promoting Cultural Responsiveness of Early Childhood Curriculum and Professional Development: Funds of Knowledge Approaches

Integrative Statement

Mathematics learning is critical during the early childhood years to develop foundational understandings of number and quantity, geometry and spatial learning, and patterning and algebraic thinking. Studies suggest that success in early mathematics is linked with later academic achievement (Duncan et al., 2007; Krajewski & Schneider, 2009). Early childhood scholars and educators alike agree that all children explore mathematical ideas in daily activities and experiences (Andrews & Yee, 2006; Ginsburg, 2006), yet despite this recognition, the time spent on math activities in early childhood classrooms remains low (de Haan, Elbers, & Leseman, 2014).

Coupled with ensuring adequate attention to child-centered and developmentally appropriate (DAP; Copple & Bredekamp, 2009) learning and honoring the cultural backgrounds of an increasingly diverse population in the United States, early childhood teachers must skillfully marry all of these aspects in designing learning opportunities (NAEYC & NCTM, 2002; 2010). As part of the funds of knowledge framework [FoK] (González, Moll, & Amanti, 2005), teachers enter the home as learners to observe the daily household functions and ask questions about cultural practices that are later used to inform their pedagogical approaches and curriculum design.

Designed to support teachers in a new four-year-old kindergarten initiative, our research team worked with 23 prekindergarten teachers for two years, to build knowledge about FoK and early mathematics through course reflections and assignments. As a culminating activity, teachers completed action research projects (Castle, 2012) that drew on children’s historically and culturally acquired household practices to design mathematical learning opportunities in the classroom. This paper explores, using a case study approach (Stake, 1995), how three of the 23 prekindergarten teachers enrolled in a professional development program focused on developmentally and culturally responsive early mathematics took up the framework of funds of knowledge to inform their practice. Specifically, this presentation will detail how these three teachers incorporated children’s FoK to design mathematically-based activities that drew on children’s cultural resources at the center of mathematical learning experiences.

Data included transcribed class seminars, interviews, and reflective assignments. Overall, teachers found the FoK framework was effective for designing play-based, mathematically rich, and culturally responsive learning experiences. As mathematical learning experiences were implemented in classrooms, the focus on children’s cultural knowledge was underscored by number and counting skill acquisition and success. For example, in one case, [Karen] learned that visiting Wal-Mart was a daily practice and rich cultural resource for her student, [Peter’s] family. [Karen] and students co-constructed the dramatic play area into a Wal-Mart by labeling items with prices and learned to be cashiers. In her action research paper, [Karen] wrote “I noticed students using a lot of math vocabulary that I had not heard before such as ‘cost, afford, more, less, buy, enough, money, and dollars.’ Students counted and recounted the number of items in their carts to see if they had enough.” Examples will be provided from each of the case studies to illustrate how a FoK approach is a viable means to ensuring cultural relevance of early childhood curriculum.

Author

• Anne Karabon, University of Nebraska at Omaha
  Presenting Author