Myths of early math

Douglas H. Clements; Julie Sarama

doi:10.3390/educsci8020071

Myths of early math

Douglas H. Clements
, Julie Sarama

Learning and Instruction

University at Buffalo

University of Denver

Research output: Contribution to journal › Article › peer-review

22 Scopus citations

Abstract

Myths about early education abound. Many beliefs people hold about early math have a grain of truth in them, but as a whole are not true—they are largely myths. But the myths persist, and many harm children. In this article, we address ubiquitous math myths that may be negatively affecting many young students. We conclude that avoiding the myths and listening to the findings of research and the wisdom of expert practice will serve both teachers and children well.

Original language	English
Article number	71
Journal	Education Sciences
Volume	8
Issue number	2
DOIs	https://doi.org/10.3390/educsci8020071
State	Published - Jun 2018

Keywords

At-risk students
Classroom research
Concrete manipulatives
Early childhood
Kindergarten
Learning trajectories
Literacy
Mathematics
Pedagogy
Play
Preschool
Primary
Social-emotional
Teaching

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Cite this

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title = "Myths of early math",

abstract = "Myths about early education abound. Many beliefs people hold about early math have a grain of truth in them, but as a whole are not true—they are largely myths. But the myths persist, and many harm children. In this article, we address ubiquitous math myths that may be negatively affecting many young students. We conclude that avoiding the myths and listening to the findings of research and the wisdom of expert practice will serve both teachers and children well.",

keywords = "At-risk students, Classroom research, Concrete manipulatives, Early childhood, Kindergarten, Learning trajectories, Literacy, Mathematics, Pedagogy, Play, Preschool, Primary, Social-emotional, Teaching",

author = "Clements, \{Douglas H.\} and Julie Sarama",

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AB - Myths about early education abound. Many beliefs people hold about early math have a grain of truth in them, but as a whole are not true—they are largely myths. But the myths persist, and many harm children. In this article, we address ubiquitous math myths that may be negatively affecting many young students. We conclude that avoiding the myths and listening to the findings of research and the wisdom of expert practice will serve both teachers and children well.

KW - At-risk students

KW - Classroom research

KW - Concrete manipulatives

KW - Early childhood

KW - Kindergarten

KW - Learning trajectories

KW - Literacy

KW - Mathematics

KW - Pedagogy

KW - Play

KW - Preschool

KW - Primary

KW - Social-emotional

KW - Teaching

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JF - Education Sciences

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ER -

Myths of early math

Abstract

Keywords

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