posted by Diann Gano Have you ever seen a child with a tape measure? They are in all their glory! We have small tape measures that sometimes make it on our walks around the neighborhood. We like to measure seedpods, sticks, each other, our shadows, you name it. Did you find a worm? We are […]
posted by Diann Gano As I look around me I see busy, happy children. Avery, Linnea and Anderson are busy seeing how high they can stack their rocks. Maya and Noa are near the sandbox creating a tea party for fairies, while Rowan and Parker are creating homes and meals for the squirrels over in […]
posted by Lindsay Maldonado Despite being an urban metropolis, Chicago is surprisingly a great city for nature lovers. We are lucky enough to have access to some incredible natural spaces, both inside and outdoors. Two of my go-to nature spots in the winter are the Peggy Notebaert Nature Museum and the Garfield Park Conservatory. It’s […]
posted by Lindsay Maldonado Today I visited the Field Museum of Natural History. Another one of my favorite Chicago museums. The Field Museum houses thousands of artifacts from dinosaur bones to pottery and clothing from ancient civilizations. Again you may be thinking, math? Isn’t this a natural history museum? With thousands of artifacts on display, […]
posted by Lindsay Maldonado By day, I’m a researcher at Shedd Aquarium. I study people though, not animals – but, at Shedd, there are also a lot of people who do study animals. Some of these people are conservation research scientists or aquarists, who use math, and science, to help them learn more about the […]
posted by Lindsay Maldonado Museums are likely the most common setting for informal learning. Unlike formal learning (i.e., traditional classroom learning), informal learning is voluntary, unstructured, and learner-led. These settings provide a variety of learning experiences for a diverse group of learners. Museums offer opportunities to be hands-on with objects and even live animals. Museum […]
posted by Dr. Bilge Cerezci At all ages, children classify intuitively to make sense of their world that seems largely out of their control. By 2 weeks of age, infants distinguish between objects they suck and those they do not. By 2 years, toddlers form sets with objects that are similar. In preschool, children begin […]
posted by Dr. Bilge Cerezci As she sits on the floor, a three-year old starts stacking blocks with various shapes and sizes. After some experimentation, she realizes that it is hard to build a tower if a block lays on its curvy side. What does this 3-year-old discover about shapes? From an early age, […]
posted by Dr. Bilge Cerezci Young children are motivated to explore mathematical concepts they encounter in their everyday interactions with the world. Through these interactions, they develop a range of informal understanding of numbers including ideas of more or less and one-to-one correspondence. For example, a child as young as two knows if she gets […]
posted by Dr. Bilge Cerezci Traditionally, mathematics education has not been considered developmentally appropriate for young children (Battista, 1999). Math is abstract while young children are deemed to be concrete thinkers, and some cognitive developmental work done in the mid-twentieth century has been used to suggest that young children’s mathematical ideas develop on their own […]