Research Findings: The present study analyzes whether child factors are linked to variations in teacher cognitive activation (CA) among individual children in math-related activities within Chinese kindergarten classrooms. The findings show that teachers tend to provide direct CA with high concreteness and that child engagement with tasks is…

Counting is fundamental to early mathematics. Most studies of teaching counting focus on teachers observing children count. The present study compares mathematical ideas that 12 PK, transitional kindergarten (TK), and kindergarten teachers noticed from observing their own students count during a classroom session of Counting Collections with ideas…

This study compares mathematics instructional practices in classrooms that do and do not contain students with high-incidence disabilities (HIDs). To do so, we examined a national data set of responses from kindergarten teachers about instructional practices. We do find that in classrooms with students with HIDs, teachers reported different…

This study investigates kindergarten children's mathematics learning with a focus on the role of teachers' mathematics education and readiness beliefs, and home learning environment. Using structural equation modeling to estimate the individual differences in early mathematics learning, data from 5,845 kindergarteners was evaluated. Findings show…

This article describes how a teacher in Mexico City worked with two researchers on an instructional design project to help kindergartners become proficient in participating in whole-class mathematical conversations.

This paper focuses on kindergarten teachers' interactions with young children during mathematical learning activities involving the use of digital tools. We aim to characterise the teachers' roles and actions in these activities and extend considerations of teachers' orchestrations current in the research literature with regard to agency and…

Research Findings: We evaluated the fidelity of implementation and the sustainability of effects of a research-based model for scaling up educational interventions. The model was implemented by 64 teachers in 26 schools in 2 distal city districts serving low-resource communities, with schools randomly assigned to condition. Practice or Policy:…