subject: Math Theorists [print this page] Math Theorists Math Theorists
Teaching math to young children is a big challenge to many teachers worldwide. However, math theories have shown that children have ideas and knowledge about math, and that they begin learning mathematics not as empty vessel'. Have their own understanding and experience based on the real life background and situations. When given a chance to apply their ideas and understanding, learning of math will be such an enjoyable game' for them. Elementary math theories assist the teachers with professional teaching skills and approach development. Teachers are the imperative factor in young children's success in math and other subjects, with these theories sky is the limit for teaching skills.
1. Constance Kamii
a) Brief biography
Dr. Constance Kamii was born in Switzerland, Geneva, where she attended elementary school. She later went to Los Angeles for her high school education and to Pomona College for her college education. She was awarded a Ph.D. in psychology add education from University of Michigan. Today she is professor of early childhood education (ECD) at the Alabama University in Birmingham (Uab publications, 2005).
b) Major contributions
She has been instrumental in developing of mathematical knowledge in young children, through her theory of Piaget's theory. She continues to assist young children in understanding the implication of Piagetian theory. Her intellectual sincerity, together with a constant connection between the practice and Piaget's theory leads a solid input into mathematics education of children (Kamii, 1989).
c) Impact statement
She has made the teaching of mathematics, especially to young children possible. In that, if we work together with children, and lend them our ears, as well as watching them, the understanding of the concepts being thought will be simply. When teaching we ought to be very keen on watching how young children represent their understanding of what is being thought, especially with mathematics.
2. Catherine Twomey Fosnot
a) Brief biography
She is an Education professor at City College in New York City, Mathematics director in the City, and a national center of in- service in the City of New York (West and Staub, 2003).
b) Major contribution
Professor Catherine Fosnot has authored a number of articles and books regarding mathematics, the most recent being young mathematicians at work series. Due to her endless effort and significant contribution in developing mathematics, she got teacher of the year award from CCNY in 2005. She also received the young scholar' award from education communication and technology, as a director of mathematics in New York city she has twice won the best writing award from AERA's constructivist (Vygotsky, 1978).
c) Impact statement
Catherine has positively influenced approaches of teaching, especially Mathematics. She says learning to teach is a developmental process, and you get better in teaching by engaging the kids in investigations, listening to their strategies and ideas and by so doing, you get better in teaching approaches, simply by understanding kids. Teachers should restrain themselves from just teaching their own ideas and strategies
3. Maarten Dolk
a) Brief biography
He is a developer and researcher of mathematics education in the Netherlands' Freudenthal Institute (Simon, 1995).
b) Major contribution
He has developed professional materials for student teachers and teachers, has directed an in- service project in the Netherlands for both staff developers and teacher educators. He is coauthor of young mathematicians at work series (Simon, 1995).
c) Impact statement
In teaching approaches we need to use, or develop mathematical model for the best interest of the kids. Models are like open number line, and young mathematicians need to own' and use them in representing their strategies and ideas in problem resolution
4) Thomas P. Carpenter (Goal oriented behavior theory).
a) Brief biography
He is a professor in the University of Wisconsin Madison, department of curriculum and instruction. He is also a director and researcher of mathematics and science at the national center for improving student learning and achievement in mathematics and Science-NCISLA (Schifter and Fosnot, 1993).
b) Major contribution
He has helped in structuring the early national assessment of education progress (NAEP). He is the one who edited the Journal for research in mathematics education as from 1988 to 1992. He improved student achievements and learning as a director of national center (Brown, 2001).
c) Impact statement
Young children and other students' achievement in learning can be positively influenced by the innovative methods of teaching and valid instructions from the teachers. Teachers should incorporate the mathematical ideas of students as part of classroom instructions.
5. Kathy Richardson
a) Brief biography
She received her University education from the Western Washington University from the year 1960 to 1964. She is the owner of math perspectives teacher development center (Simon, 1995).
b) Major contributions
She has been developing mathematics resource materials for teachers in elementary schools. Kathy's concept of developing number series is used by both school districts and teachers countrywide. Her mathematical concepts help in assessing young students' mathematical thinking (Schifter and Fosnot, 1993).
