Document Type

Article

Publication Date

Spring 2014

Abstract

During a semester observing first-grade math instruction, I call into question how math is taught to younger children. I explore the idea of “developmental readiness” for abstract concepts, while exploring methods that might make these concepts more accessible for K-2 students. While evaluating the appropriateness of common core standards for mathematics, I try to define what good teaching looks like in a classroom with pressures from states, parents, and students.