Anderson, E. (2021, October 21-23). Makers ahoy! Tinkering with boats that float [Conference session]. 2021 California STEAM Symposium.

Ford, B. (2021, October 21-23). STEAMing up in the kitchen [Conference session]. 2021 California STEAM Symposium.

Rizo, A. (2021, October 21-23). Stories with bricks [Conference session]. 2021 California STEAM Symposium.

Nielsen, S., & Williams, B. (2021, June 25). Do you really remember how to count? [Conference session]. 2021 Early Math Symposium. http://bit.ly/do-you-really-remember-how-to-count.

Pauls, S., & Anderson, E. (2021, June 25). Exploring geometry and art with bubbles [Conference session]. 2021 Early Math Symposium. http://bit.ly/exploring-bubbles

Nielsen, S., & Williams, B. (2021, June 25). Getting a head start on STEAM [Conference session]. 2021 Early Math Symposium.

Rizo, A., & Anderson, E. (2021, June 25). Paper engineering magic [Conference session]. 2021 Early Math Symposium. https://bit.ly/paper-engineering-magic

Ford, B., & Rizo, A. (2021, June 25). STEAM stories with bricks [Conference session]. 2021 Early Math Symposium. http://bit.ly/steam-stories-with-bricks.

Reimer, P. N., Rizo, A., & Pauls, S. (2021, June). Remote engagement in early mathematics professional development: Using tangible artifacts to mediate participation. Poster presented at the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico.

Spina, A. D., Macias, M., Rosenbaum, L., Gribble, J., Caldwell, B. & Reimer, P.N. (2020, April). Professional development for leaders in early childhood STEM education: A collaboration between researchers and practitioners [Paper Session]. American Educational Research Association (AERA) Annual Meeting. San Francisco, CA. http://tinyurl.com/v8hcw37 *Conference canceled due to COVID-19 pandemic.

Reimer, P. & Rizo, A. New Opportunities to advance equity in STEM education [Summit session]. 2020 IMPACT Learning and Leading Group Reopening America’s Schools: Seize the Opportunity Reimagine K-12 Education Virtual Summit.

Pauls, S. (2020, July 12). Playful explorations using a Mobius strip [Symposium session]. 2020 Early Math Symposium. https://www.youtube.com/watch?v=TTKkBmJhRc4

In this hands-on session you will create a Mobius strip. This exciting activity should stimulate considerable discussion as we explore several variations on this wonderful object. Please have a piece of paper, scissors, and tape ready to create.

Nielsen, S. (2020, July 12). Enhancing children’s mathematical understanding with playful objects [Symposium session]. 2020 Early Math Symposium.

Ford, B. & Anderson, E. (2020, July 12). A New Super Power? Transformative Coaching in Early STEAM [Symposium session]. 2020 Early Math Symposium.

Reimer, P., Bev Ford, Williams, B. (2020, July 12). Put some zing in your Zoom: Making the most of online PD. 2020 California Early Math Symposium. https://www.earlymathca.org/put-some-zing-in-your-zoom-making-t

Providing effective professional development has become more challenging given the current COVID-19 pandemic. Although there are many attempts to provide online professional learning opportunities for educators, participants in these sessions are not always engaged in meaningful, active learning. To address these challenges, we have been using video conferencing technology paired with tangible materials to engage a cohort of remote online early childhood educators in professional development in early mathematics education. In this presentation, we will highlight strategies that we have found to be playful, fun, and engaging in online professional development. Our approach will introduce participants to ways they can utilize technology to create a safe and inclusive learning environment, encourage collaboration among participants, and incorporate physical movement. Participants will engage in a professional learning activity, reflect on the engagement strategies they experienced, and plan ways to incorporate these strategies into their own work with educators.

Rizo, A., Anderson, E., & Williams, B. 2020, July 12. [Institute presentation]. 2020 Region 9 Head Start Association Early Childhood STEM Institute.

Rizo, A. (2020, July 12). [Keynote presentation]. 2020 17th Annual Early Years Conference.

Ford, B. (2020, July 12) Connecting a child’s world to spatial play experiences [Conference session]. 2020 17th Annual Early Years Conference.

Gribble J., Reimer, P., Rizo, A., Pauls, S., Caldwell, B., Macias, M., Spina, A., Rosenbaum, A. (2020). Robot block-based coding in preschool. In M. Gresalfi & I.S. Horn, (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2229-2232). Nashville, Tennessee: International Society of the Learning Sciences.

Abstract: This work explores the ways children learn mathematics through playing with coding (programming) and a robot in a preschool setting after a teacher expressed interest in robot coding at a summer institute. Drawing on the importance of learning mathematics through play in early childhood, this paper examines the affordances and constraints of implementing robot coding in a preschool setting across two initial screen-less coding sessions with the robot. Our findings suggest that children were challenged to connect the symbolic markers with the robot’s movement, requiring teacher scaffolding and facilitation. Nonetheless, we argue that coding experiences can support preschool mathematics learning outside of traditional pathways.

Macias, M., Spina, A., Rosenbaum, L. F., Caldwell, B., Gribble, J., & Reimer, P. N. (2020, May). Professional development aligned with leaders’ goals in early childhood STEM education: A collaboration between researchers and practitioners. Building Interdisciplinary Community: GGSE Research Symposium. UC Santa Barbara, Santa Barbara, CA.

Macias, M., Spina, A., & Reimer, P. N. (2020). How facilitators define, design, and implement effective early childhood mathematics professional development. In A.I. Sacristán, J.C. Cortés-Zavala & P.M. Ruiz-Arias, (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (pp. 1890-1894). Cinvestav / AMIUTEM / PME-NA.

Reimer, P. N., Rizo, A., & Pauls, S. (2020). Remote engagement in early mathematics professional development: Using tangible artifacts to mediate participation. Poster to be presented at 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico.

Reimer, P. N. (2020). Head Start preschool educators' conceptions of mathematics teaching and learning. Journal of Early Childhood Teacher Education. doi: 10.1080/10901027.2020.1818649

Abstract: Given the recent attention on early childhood mathematics education, it is important to understand how early childhood educators conceptualize the work of mathematics teaching and learning. This article describes a study of preschool educators’ conceptions of mathematics teaching and learning in the context of a multi-year professional development project at two Head Start preschool centers. In particular, I examined how participants in this study perceived their roles in mathematics teaching and learning, and how their conceptions demonstrated awareness of children’s ways of thinking and learning in play. I found that educators’ conceptions converged around three themes of practice: 1) engaging and nurturing, 2) noticing children’s mathematical activity, and 3) guiding children’s mathematical learning. These conceptions shed new light on the promises and challenges of professional development aimed at improving mathematics teaching and learning in early childhood education.

Chamberlain, J. & Nielsen, S. (2019, January 12). Starting off strong: Counting as a foundation for understanding math [Conference session]. 2019 California Kindergarten Conference.

By engaging in fun and thought-provoking activities, participants will explore counting as the foundation for a deep understanding of mathematics. Together, we’ll examine connections between patterns, subitizing, using fingers, and number sense from a student’s perspective and learning how to recognize the reasoning that children reveal.

Caldwell, B., Gribble, J., Macias, M., Reimer, P. N., Rosenbaum, L. F., & Spina, A. (2019, November). Fostering culturally-responsive, play-based learning as part of California's Statewide Early Math Initiative. Promising Math 2019: Early Math Learning in Family and Community Contexts. Chicago, IL.

Ford, B. & Lewis, B. (2018, April 28) The right task at the r time: Developing addition fluency through conceptual understanding. [Conference session]. 2018 National Council of Teachers of Mathematics (NCTM) Annual Meeting and Exposition.

Choosing purposeful, differentiated tasks can allow all students to build addition concepts that foster procedural fluency. Come see classroom video of students engaging in additive tasks that elicit student thinking and support all students’ development. We will share ways to interpret students’ behaviors based on research of student thinking

Ford, B., Grace Florez, & Lewis, B. (2018, April 28) Interpret how students use their fingers: Empower all students’ development in number and addition [Conference session]. 2018 National Council of Teachers of Mathematics (NCTM) Annual Meeting and Exposition.

Participants will hear research-based interpretations about how students use their fingers and the appropriate next steps for an equitable mathematical experiences. Watch class videos to know how to choose additive tasks that are differentiated based on the value of the addend to empower the child to develop the concept of number and addition.

Lewis, B. (2018, April 28) What every third grader needs to know for multiplication [Conference presentation]. 2018 National Council of Teachers of Mathematics (NCTM) Annual Meeting and Exposition.

Skip counting is often used in preparation for multiplication, but tends to lead students to answers without conceptual understanding, making application challenging. In this session, we will look at research that addresses this issue and will suggest a progression of tasks that leads from skip counting with meaning to multiplicative reasoning.

Lewis, B. & Ford, B. (2018, April 26). Constructing fractions as countable numbers: a pathway to fluency with understanding [Conference session]. 2018 National Council of Teachers of Mathematics (NCTM) Annual Meeting and Exposition.

Students count to develop a concept of whole numbers which leads to mathematical operations. See how fractions are developed as countable number concepts using research on student thinking. Connecting students’ understanding of whole number operations and fractional operations leads to conceptual understanding and procedural fluency.

Reimer, P. (2018, November 15-18). Head Start preschool educators' conceptions of mathematics learning and teaching [Conference session]. 2018 International Group for the Psychology of Mathematics Education North American Chapter (PME-NA) 40th Annual Conference.

We are working together with Head Start preschool educators in a professional development program focused on mathematics learning and teaching. Here we examine how these preschool teachers conceptualize children's mathematical learning and their own roles as teachers. Analysis of data collected from semi-structured interviews with teachers suggests that most teachers view their roles as instructors and nurturers, and value active engagement in children’s learning. Implications for ongoing professional development and future study are discussed.

Russell, J. & Hashimoto, W. (2018, July 30). What is so special about spatial reasoning [Symposium presentation]. 2018 Early Math Symposium. https://youtu.be/yyAZWSW_Amg

Early spatial reasoning experiences are positively linked to future success in STEM-related subjects. Through the use of videos collected from mathematical play experiences in preschool, participants in this interactive session will explore ways children can engage in spatial reasoning. We’ll explore activities such as block play, movement, and navigation to engage children in developing spatial orientation, visualization, and imagery.

Chamberlain, J., Anderson, E., & Pearce, D. (2018, June 22) Using student thinking: Moving beyond subitizing to support number and addition concepts. 2018 Early Math Symposium. https://youtu.be/l9rEkcTvwJ8

Participants will explore tasks that develop and use patterns and subitizing to elicit student thinking around addition concepts. Participants will view student videos and explore decisions that can support students during productive struggle.

Rizo, A. & Gamino, E. (2018, June 22) The power of mathematical play [Symposium presentation]. 2018 Early Math Symposium. https://youtu.be/d-hW1lMpfuE

Play is a natural way of being for children. In this session, we’ll explore theoretical and practical implications of children’s play, with an emphasis on the ways teachers can support mathematical thinking during play. Hands-on activities and classroom video will be used to invite participants to explore playful learning environments, opportunities, and rich materials.

Pearce, D. & Blanks, D. (2018, November 2-3). A pathway to understanding fractions as countable numbers: A pathway to fluency with understanding [Conference presentation]. 2018 California Mathematics Council (CMC) South Conference 59th Annual Conference.

See how fractions are developed as countable numbers using research on student thinking. Explore how students’ whole number concepts can create connections to fraction concepts, leading to conceptual understanding and procedural fluency.

Pearce, D. & Blanks, D. (2018, November 2-3) Journey to the center of subtraction [Conference session]. 2018 California Mathematics Council (CMC) South Conference 59th Annual Conference.

Along the journey of math students lose their way when it comes to subtraction. Instead of a conceptual understanding, students become dependent on disconnected procedures. We will show a progression that help students to make sense of subtraction.

Blanks, D. & Pearce, D. (2018, November 2-3) A student’s journey to understanding multiplication [Conference session]. 2018 California Mathematics Council (CMC) South Conference 59th Annual Conference.

Skip counting is often used to prepare for multiplication, but without meaning it does not lead to understanding. This session will explore a series of tasks that allow teachers to facilitate learning from meaningful skip counting to multiplication.

Pearce, D., Ford, B., & Nielsen, S. (2018, October 27) Navigating addition tasks based on student thinking [Conference session]. 2018 California Mathematics Council (CMC) South Conference.

When we choose purposeful tasks and elicit student thinking, we can empower all students. Come see classroom video of implementing research, where students engage in differentiated tasks, which gives them access to more advanced adding strategies.

Friesen, T., & Van Vleet, E. (2018, November 30). Understanding student voice in subtraction situations [Conference session]. 2018 California Mathematics Council (CMC) North Mathematics Conference.

Instead of constructing a conceptual understanding of subtraction, students become dependent on disconnected procedures. Participants will engage in a group discussion about common difficulties students encounter when working with subtraction. They will also explore progressively more complex subtraction tasks that are designed to provide opportunities for students to use mathematical reasoning to build a more and more sophisticated understanding of subtraction.

Friesen, T., & Van Vleet, E. (2018, November 30-December 2). A student’s journey to understanding multiplication. 2018 California Mathematics Council (CMC) North Conference 61st Annual Conference.

Skip counting is often used to prepare for multiplication, but without meaning it does not lead to understanding. This session will explore a series of tasks that allow teachers to facilitate learning from meaningful skip counting to multiplication.

Friesen, T., & Anderson, E. (2018, November 30-December 2). Understanding student voice in subtraction situation [Conference session]. 2018 California Mathematics Council (CMC) North Conference 61st Annual Conference.

Along the journey of math students lose their way when it comes to subtraction. Instead of a conceptual understanding, students become dependent on disconnected procedures. We will show a progression that help students to make sense of subtraction. Participants will engage in group discussion about common difficulties students encounter when working with subtraction. They will also explore progressively more complex subtraction tasks that are designed to provide opportunities for students to use mathematical reasoning to build a more and more sophisticated understanding of subtraction. Instead of constructing a conceptual understanding of subtraction, students become dependent on disconnected procedures. Participants will engage in a group discussion about common difficulties students encounter when working with subtraction. They will also explore progressively more complex subtraction tasks that are designed to provide opportunities for students to use mathematical reasoning to build a more and more sophisticated understanding of subtraction.

Tiffany Friesen & Lewis, B. (2018, November 30-December 2). A pathway to understanding fractions as countable numbers. 2018 California Mathematics Council (CMC) North Conference 61st Annual Conference.

See how fractions are developed as countable numbers using research on student thinking. Explore how students’ whole number concepts can create connections to fraction concepts, leading to conceptual understanding and procedural fluency.

Chamberlain, J. & Hashimoto, W. (2018, January 13-14) Math is child's play: Supporting preschool counting experiences through play. 2018 California Kindergarten Conference.

Due to the recent emphasis on early childhood mathematics, educators are faced with decisions on how to implement a developmentally appropriate mathematics program. In this interactive session, participants will explore research-based ways that children can joyfully engage in meaningful counting experiences through authentic play.

Florez, G., & Chamberlain, J. (2018, January 14) Using student thinking: Moving beyond subitizing to support number and addition concepts. 2018 California Kindergarten Conference.

Classroom video will be used to make connections between patterns, subitizing, and addition in students’ thinking. Participants will explore tasks that develop and use patterns and subitizing to elicit student thinking around addition concepts. Participants will explore decisions that can support students during productive struggle.

Hashimoto, W., Florez, G., & Chamberlain, J. (2018, January 14) Not your regular math tools: Developing number sense and flexibility. 2018 California Kindergarten Conference.

Learn how everyday classroom materials can be used to give meaningful math experiences to students. Come hear about our journey, interact with adaptive dice in a playful setting and view video of the implementation in classrooms. The AIMS Center Math Team designed and repurposed classroom tools that show promise in increasing student number sense flexibility.

Gamino, E., & Riccardi, M. (2015, November 7) Orchestrating students mathematics via professional noticing. 2015 California Mathematics Council (CMC) South Annual Conference.

Common Core State Standards (CCSS) is structured to ensure mathematical success for all. What does all mean and how is it evidenced in students' mathematical interactions? Participate in viewing video to notice and make decisions about how students approach mathematical tasks.

Hamada, L., & Gamino, E. (2015, November 7) Research can impact curricular decisions in a k-12 classroom. 2015 California Mathematics Council (CMC) South Annual Conference.

One sees what one is ready to see. Making decisions based on what you notice in a child's approach is only effective if you know what you are looking for. Using video we will discuss how even a minimum of reading can improve our skills of noticing.

Hamada, L. & Friesen, T. (2015, December 12) Providing a mathematically rich classroom. 2015 California Mathematics Council (CMC) North Mathematics Conference.

Common Core State Standards (CCSS) calls for us to teach mathematics – much more than arithmetic and symbolic manipulation. What does this mean for teaching “math”? Are you and your colleagues ready for those implications? Join us for this critical conversation.

Ford, B. & Gamino, E. (2015, December 12). Mathematics for students via professional noticing. 2015 California Mathematics Council (CMC) North Mathematics Conference. Common Core State Standards (CCSS) is structured to ensure mathematical success for all. What does "ALL" mean? How is this evidenced in students' mathematical interactions? Through video, we invite you to notice and make decisions about how students approach mathematics. You will leave with tools that support counting, cardinality and whole number development to be used within your classroom.

Ford, B., Gamino, E., & Riccardi, M. (2015, March 14). Counting: A catalyst to understanding addition and subtraction in a conceptual way. 2015 California Mathematics Council (CMC) Central Mathematics Conference.

Hamada, L., Ford, B., & Riccardi, M. (2014, December 6). A Research-based classroom: What does that really look like? [Conference session]. 2014 California Mathematics Council North Mathematics Conference: Discovering the Beauty in Mathematics.

How does research really impact the student experience? What does that look like? How do teachers make it happen? We'll look at how knowledge that we have learned from research can be translated into a real working solution in the math classroom, and how that translation can impact the student experience and student achievement.