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Educ. Sci. 2018, 8(2), 71; https://doi.org/10.3390/educsci8020071

Myths of Early Math

1
Kennedy Institute, Morgridge College of Education, University of Denver, Denver, CO 80208, USA
2
Marsico Institute, Morgridge College of Education, University of Denver, Denver, CO 80208, USA
*
Author to whom correspondence should be addressed.
Received: 14 March 2018 / Revised: 27 April 2018 / Accepted: 9 May 2018 / Published: 17 May 2018
(This article belongs to the Special Issue Dispelling Myths about Mathematics)
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Abstract

Myths about early education abound. Many beliefs people hold about early math have a grain of truth in them, but as a whole are not true—they are largely myths. But the myths persist, and many harm children. In this article, we address ubiquitous math myths that may be negatively affecting many young students. We conclude that avoiding the myths and listening to the findings of research and the wisdom of expert practice will serve both teachers and children well. View Full-Text
Keywords: at-risk students; classroom research; concrete manipulatives; early childhood; kindergarten; learning trajectories; literacy; mathematics; pedagogy; primary; play; preschool; social-emotional; teaching at-risk students; classroom research; concrete manipulatives; early childhood; kindergarten; learning trajectories; literacy; mathematics; pedagogy; primary; play; preschool; social-emotional; teaching
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).
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Clements, D.H.; Sarama, J. Myths of Early Math. Educ. Sci. 2018, 8, 71.

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