Skillful teachers capitalize on youngsters' proclivity for exploration by implementing lessons that allow for collecting, organizing, analyzing, and discussing data—including constructing graphs and glyphs (picture graphs) with concrete materials. Such opportunities can strengthen children's abilities to develop inferences, make predictions, and recognize patterns. In the past, data analysis was often neglected in early childhood mathematics curriculum. However, educators now recognize that children's natural inquisitiveness about their experiences and about the world in which they live can stimulate them to raise a variety of questions that lead to data analysis: What kind? How much? Which of these? How many?
With the initial implementation of the Common Core State Standards in Mathematics (CCSSM) currently under way across much of the United States and the continuing evolution and expansion of educational technology, it is imperative that teachers not only understand the new Common Core content expectations but also know how to incorporate the Common Core Standards for Mathematical Practice using technological tools. As teacher educators of pre-service and in-service K-12 teachers, the authors have developed and utilized a variety of methods to introduce the CCSSM and technology tools to our students. Among these methods are a heavy emphasis on mathematical problem solving and the use of Web 2.0 tools, both by us and our students, to illustrate mathematical concepts, promote exploration, and assess understanding. Asking pre-service and in-service teachers to produce their own CCSSM-aligned Web 2.0 creations is an effective way to teach the new standards while introducing them to the latest technological tools. With technology becoming ever more vital in the teaching and learning of mathematics, it is essential that teachers develop expertise in promoting the CCSSM with the latest technological tools.
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