Angela Chan Turrou,
PhD,
is senior researcher and teacher educator at the University of California, Los
Angeles (UCLA) Graduate School of Education and Information Studies. Her work
lives at the intersection of children’s mathematical thinking, classroom
practice, and teacher learning. In her work with teachers and teacher educators
across preschool and elementary settings, Angela leverages purposeful
Instructional Activities driven by children’s mathematical thinking to support
teacher learning, collaboration, and generative growth. She is continually inspired
by teachers who, on a daily basis, create space for children to drive the mathematical
work and challenge the broader discourse of who does and does not get to be “good
at math.” Angela is coauthor of Young
Children’s Mathematics: Cognitively Guided Instruction in Early Childhood
Education (Heinemann, 2017) and coeditor of Choral Counting and Counting Collections: Transforming the PreK–5 Math
Classroom (Stenhouse, 2018). Angela lives in Los Angeles, CA. Find her on
Twitter [...]

Nicholas C. Johnson, PhD, is assistant
professor in the School of Teacher Education at San Diego State University
(SDSU). His work investigates how classrooms shape children’s opportunities to
participate and learn. A former classroom teacher, instructional coach, and
county office coordinator, Nick partners with new and practicing teachers to
explore children’s mathematical ideas and expand what “counts” as math in school.
He is a member of SDSU’s Center for Research in Mathematics and Science
Education, coauthor of Young Children’s
Mathematics: Cognitively Guided Instruction in Early Childhood Education

(Heinemann, 2017), and a contributor (with
Natali Gaxiola) to Choral Counting and
Counting Collections: Transforming the PreK–5 Math Classroom (Stenhouse, 2018).
Nick lives in San Diego, CA. Find him on Twitter [...]

Megan L. Franke, PhD, is professor
of education at UCLA. Dr. Franke’s work focuses on understanding and supporting
teacher learning for both preservice and in-service teachers. She is
particularly interested in how teaching mathematics with attention to students’
mathematical thinking (Cognitively Guided Instruction, or CGI) can challenge
existing school structures and create opportunities for students who are often
marginalized to mathematically thrive. Dr. Franke is a member of the
Development and Research in Early Mathematics Education (DREME) Network at
Stanford University where she is studying pre-K–2 coherence and designing
resources for early childhood teacher educators. She lives in Santa Monica, CA.
Find her on Twitter [...]

Preface

About
this Edition

Our Theory
of Learning

Introduction

Everything
a Child Does Has Mathematical Value

Finding
and Building on the Mathematical Value

An Overview
of this Book

Engaging
with this Book

Chapter 1: Counting and Operations

Instructional Activity: Counting Collections

Exploring Children’s Thinking: Counting

Exploring Children’s Thinking: Operations

Assessing Children’s Understanding

Counting and Operations in Informal Spaces

Conclusion

Chapter 2: Spatial Relations

Instructional
Activity: Describe-Draw-Describe

Exploring Children’s Thinking: Describing Spatial
Relations

Exploring Children’s Thinking: Representing Spatial
Relations

Assessing Children’s Understanding

Spatial Relations in Informal Spaces

Conclusion

Chapter 3: Measurement and Data

Measurement
and Data in Informal Spaces

Instructional Activity: What Do You Notice?

Exploring Children’s Thinking: Measurement

Exploring Children’s Thinking: Data

Assessing Children’s Understanding

Conclusion

Chapter 4: Patterns and Algebra

Exploring
Children’s Thinking: Creating and Extending Patterns

Assessing Children’s Understanding: Tea Party Patterns

Exploring Children’s Thinking: Patterns in Counting

Assessing Children’s Understanding: How High Can
Christopher Count?

Exploring Children’s Thinking: Patterns and Algebra in
Storybooks

Assessing Children’s Understanding: Storybook Patterns

Conclusion

Appendix A: A
Research Overview of What Young Children Know

What Young
Children Know: Counting and Operations

What
Young Children Know: Spatial Relations

What Young Children Know: Measurement and Data

What Young Children Know: Patterns and Algebra

Situating What a Child Knows

Appendix B: Using this Book to Support Professional Learning

Bringing
an Instructional Activity into Your Classroom

Making Connections Across Math
Content

Exploring Informal Spaces

Creating Classroom Spaces that
Support Participation

Connecting Classroom Practice to Research

Connecting Theory to Practice

Connecting to Policy and
Standards Documents

References

Index

Acknowledgments

About the Authors