id: 06520602
dt: j
an: 2016a.00405
au: Ziemba, Elizabeth J.; Hoffman, Jo
ti: Sorting and patterning in kindergarten: from activities to assessment.
so: Teach. Child. Math. 12, No. 5, 236-241 (2006).
py: 2006
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: D61 D41
ut: pre-school education; educational diagnosis; student activities;
mathematics manipulatives; observations; ability; knowledge level;
patterning; sorting; classifying; ordering; recognizing; describing;
extending patterns; repeating patterns; growing patterns;
generalizations
ci:
li: http://www.nctm.org/publications/teaching-children-mathematics/2006/Vol12/Issue5/Early-Childhood-Corner_-Sorting-and-Patterning-in-Kindergarten_-From-Activities-to-Assessment/
ab: From the text: According to the National Council of Teachers of Mathematics
and the National Association for the Education of Young Children, the
main purpose of assessing young children is to identify their strengths
and specific needs. Assessment principles for early childhood
mathematics include observing and listening, and using multiple sources
of evidence so that the teacher can determine her studentsâ€™ learning
and development of mathematical concepts. This article describes the
context of one kindergarten classroomâ€™s exploration of the
mathematical concepts of sorting, classifying, and patterning. A
classroom teacher and a university professor worked together to provide
a discussion of developmentally appropriate activities and assessment
strategies offering readers an alternative to worksheets.
rv: