Intentional Teaching: Integrating the Processes of Instruction and Construction to Promote Quality Early Mathematics Education

  • Jie-Qi ChenEmail author
  • Jennifer McCray


Contextualized in the historical debate of the roles of instruction and construction, the chapter first discusses the current state of teaching in early mathematics, focusing on reasons why the debate tilts heavily in favor of construction and how that has affected early childhood classroom practice. Next, the essay presents our argument for intentional teaching in early mathematics as a framework that effectively integrates instruction and construction in teaching and learning processes. We share evidence suggesting the effectiveness of this approach based on our work at the Early Math Collaborative at Erikson Institute in Chicago and conclude with a discussion of the renewed importance of articulating the relationship of instruction and construction in light of the accountability movement driving much of contemporary education.


Intentional teaching Pedagogical content knowledge Early mathematics intervention Learning trajectories Big Ideas in early mathematics 


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Copyright information

© Springer Science+Business Media New York 2014

Authors and Affiliations

  1. 1.Erikson InstituteChicagoUSA

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