
06520602
j
2016a.00405
Ziemba, Elizabeth J.
Hoffman, Jo
Sorting and patterning in kindergarten: from activities to assessment.
Teach. Child. Math. 12, No. 5, 236241 (2006).
2006
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
D61
D41
preschool education
educational diagnosis
student activities
mathematics manipulatives
observations
ability
knowledge level
patterning
sorting
classifying
ordering
recognizing
describing
extending patterns
repeating patterns
growing patterns
generalizations
http://www.nctm.org/publications/teachingchildrenmathematics/2006/Vol12/Issue5/EarlyChildhoodCorner_SortingandPatterninginKindergarten_FromActivitiestoAssessment/
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 students' learning and development of mathematical concepts. This article describes the context of one kindergarten classroom'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.