Advancing children's mathematical thinking in Everyday Mathematics classrooms

in this article we present and describe a pedagogical Framework that supports children's development: of conceptual understanding of mathematics. The framework fed Advancing Children's Thinking (ACT) was synthesized from an in-depth analysis of observed and reported data from I skillful Ist-grade teacher using the Everyday Mathematics (EM) curriculum. The ACT framework comprises 3 components: Eliciting Children's Solution Methods, Supporting Children's Conceptual Understanding, and Extending Children's Mathematical Thinking. The framework guided a cross-teacher analysis over 5 additional EM Ist-grade teachers. This comparison indicated that teachers often supported children's mathematical thing but less often elicited or extended children's thinking. The ACT framework can contribute to educational research, teacher education, and the design of mathematics curricula.