Early Mathematics Education Project

Accomplishments and Plans Erikson Institute Board of Trustees Meeting

March 18, 2010

The Early Mathematics Education Project is generously funded by:

McCormick Foundation,CME Group Foundation, Motorola Foundation, Exelon,

Chicago Public Schools Office of Early Childhood Education, and

Robert and Isabelle Bass Foundation, Inc.

“If I can’t get them out of MIT, I’ll get them out of

Tsing Hua.”

Paul Otellini, Chief Executive of Intel, on hiring smart, skilled labor despite weak

science and math education in America’s K-12 schools.

(Speech at Brookings and the Aspen Institute, 2010)

Average Math Scores at Kindergarten Entry (ECLS-B)

3032343638404244464850

White Black Hispanic Asian NativeAmerican

Other At orabove

Poverty

BelowPoverty

(Denton Flanagan & McPhee, 2009)

Teacher Preparedness

Percent of early childhood teacher education programs in New Jersey’s 4-year colleges that provide …

A course focused on early literacy 80%

A course focused on early mathematics 16%

Mathematics only as part of integrated curriculum 74%

No early mathematics training at all 10%

(Lobman, Ryan, & McLaughlin, 2005)

In Illinois

Percent of bachelor’s degrees with early childhood teacher certification that provide …

A course focused on early literacy 100%

A course focused on early mathematics 7%

Early math as part of an integrated curriculum 30%

Mathematics at the primary level (grades K-3) only 41%

No course that explicitly identifies math content as a topic

22%

(Ray & Bowman, 2010)

According to Our Survey of CPS Preschool Teachers

0

0.5

1

1.5

2

2.5

3

3.5

4

My Own MathSkills

My Ability toTeach Math

(t (302) = -25.06, p < .001)

According to Our Survey of CPS Preschool Teachers

Teachers report an average of 1 hour and 8 minutes per week directly teaching

math.

38

11

6

21

90

0 20 40 60 80 100

At Least One Instance

Yet We Also Know That…

Mathematics activities take place in only 21 percent of CPS early childhood classrooms on a given day

Language Arts or Literature

MATHEMATICS ACTIVITY

Social Studies

Science

Art or Music Activity

(Chicago Program Evaluation Project, 2007)

Erikson’s Response

The Early Mathematics Education Project

Let’s watch some video

Distinctive Features

Integrate with children’s literatureEmphasize Big Ideas in early mathematicsStress use of mathematical languageEngage children in active learningProvide on-site coachingUtilize video-based reflective practice

232 Teachers88 Coaches 113 Schools

7,500 Students/yr(approx.)

Project to Date (over 3 year period)

Evaluation Results

Children whose teachers participated in the Project learned significantly more math over the school year – almost 3 months worth – than children whose teachers did not

participate

(Coefficient = 2.74, p <.008)

Effect of Early Math Education Project on a Hypothetical Child Who is 5 Months Behind in the Fall

42

44

46

48

50

52

54

56

58

60

Fall Spring

Time of Assessment

Age

Est

imat

e in

Mon

ths

No Intervention

Erikson Early Math

National Norms

Quotes from TeachersI used to feel afraid to teach math even to preschoolers - but now I am excited about it.

… my time was never wasted.

I am a better teacher because of this PD. Thank you.

My classroom is exploding with math!

This is PD (professional development) Heaven!

Near-Term Plans

2nd International Symposium on Early Mathematics Education

June Policy Breakfast and Release of Policy Brief

Long-Term Plans

Center for Early STEM Education:

Tending to the Roots

STEM = Science, Technology, Engineering, and Mathematics

Pre-K & Kdg Math

Pre-K & Kdg Science

Curriculum for Teacher Educators

Pre-K to 3rd Pre-Service Math

Pre-K to 3rd Grade Math

Erikson M.A. Math Endorsement

Center for Early STEM Education:

Tending to the Roots

Directly train teachers and other trainers Conduct research on the teaching and

learning of both teachers and children Act as a clearinghouse and advocate

Center for Early STEM Education:

Tending to the Roots