<div dir="ltr"><div class="gmail_default" style="font-size:small;color:#000099"><p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN">Dear Fellow MCLS Members,</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN">I had the pleasure of attending my first MCLS meeting
in June. It was gratifying to put faces to the names of people whose work I’d
been reading for the past twenty years and to hear about the emerging lines of
inquiry.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN">Early last year, I sent around a notification
about my just-released book, <b>How Children Learn Math: The Science of Math
Learning in Research and Practice</b>, in which my co-authors and I translate
the math cognition research findings from Academish into plain English as a
resource for teachers and parents. The insights that MCLS members’ work
provides has been enthusiastically received by both teachers and parents.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN">At the MCLS meeting, conversations with
faculty and trainees alike suggested that the book would also be especially
useful in cognitive development and math cognition and learning classrooms, as
well as in research labs as a source of key references, an overview of all or
parts of the field, new research ideas, and a resource for discussions with the
community. Most chapters contain research-compatible activities, so it would
also be especially useful for instructors in teacher prep or math ed classes
and as a handy reference in school settings.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">NOTE:</span></b><span lang="EN"> <b>The book
cites 1,052 studies published, for the most part, by MCLS members and researchers
who preceded them. An additional 658 valuable studies are listed as a
Supplement on the book’s website.</b></span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN">So for your consideration, here is some
information about the content of each part and chapter:</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Chapter 1</span></b><span lang="EN"> –
Discusses the domain-general skills – attention, mental control, working and
long-term memory, language, gesture, analogical thinking, and
pattern-recognition – that set the stage for math learning and develop along
with it.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Part I</span></b><span lang="EN"> – Headwaters
of mathematical intuition</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Chapter 2</span></b><span lang="EN"> – the
ANS, or (for lack of a verb) what we call “sizing up,” young children’s
intuitive grasp of quantity.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Chapter 3</span></b><span lang="EN"> – the
prelude to counting of small numbers (1-3), quantitative language, the idea of
zero, the development of precision and abstraction, and noticing numerosity.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Part II</span></b><span lang="EN"> – Spatial
skills</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Chapter 4</span></b><span lang="EN"> – a
description of the various visual-spatial skills found to be related to math
skill.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Chapter 5</span></b><span lang="EN"> – the
complex relations of spatial skill to math, gender, and SES.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Part III</span></b><span lang="EN"> – The
tools of numeracy</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Chapter 6</span></b><span lang="EN"> – picks
up where Chapter 3 left off, with the development of number words and the
counting principles.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Chapter 7</span></b><span lang="EN"> –
fingers!</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Chapter 8</span></b><span lang="EN"> – Arabic
digits, base-10 notation, and their ordinal and cardinal meanings.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Chapter 9</span></b><span lang="EN"> –
numerical relations as revealed and understood on the number line and in linear
measurement.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Part IV</span></b><span lang="EN"> –
Arithmetic</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Chapter 10</span></b><span lang="EN"> –
whole-number arithmetic, including the equals sign, operational strategies,
arithmetic facts, and the role of language.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Chapter 11</span></b><span lang="EN"> –
rational numbers and operations, including the meaning of a rational number;
how counting, notation, and language interfere with understanding; and the
potential pedagogical value of the number line.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Chapter 12</span></b><span lang="EN"> –
written story problems, including a discussion of the challenges of verbal
comprehension and reading, complex grammar, the order in which information is
presented, inadequate and irrelevant information, “key words,” and comparison
terms.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Chapter 13</span></b><span lang="EN"> – early
math screening, with discussion of assessing the support system (for poverty,
language deficits, spatial skill deficits) and early numeracy, as well as the challenges
of constructing an optimal screener.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN">At the end of each Chapter 2-12, there is a
list of home and classroom activities consistent with the research findings.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN">Here is what the authors brought to this
writing project:</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Nancy Krasa, Ph.D.</span></b><span lang="EN">,
is an Adjunct Assistant Professor of Psychology at Ohio State U. and a clinical
psychologist specializing in the assessment of learning difficulties, with a
longstanding interest in math learning (math was her college major). She is the
author, with Sara Shunkwiler, of Number Sense and Number Nonsense:
Understanding the Challenges of Learning Math (Brookes, 2009).</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Karen Tzanetopoulos</span></b><span lang="EN"> is a speech and language pathologist specializing in the challenges
that children with language-related deficits have in learning math.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><b><span lang="EN">Colleen Maas, Ph.D.</span></b><span lang="EN">, is Assistant Professor of Early Childhood Education and Human Development
at the University of Cincinnati, specializing in early childhood math
education.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN">We hope that the book finds its way not only onto
the classroom teacher’s desk, but into cognitive development and math
cognition and learning classrooms and laboratories, as well as university
libraries. It’s available here on <a href="https://www.amazon.com/Children-Learn-Math-Nancy-Krasa/dp/0367744082/ref=sr_1_1?crid=3MF9CU6MPS8MK&dib=eyJ2IjoiMSJ9.DpSvp5IOzOMDWXZZ6US-Kf3BEDf0kJGJdupusk44gHS1Re-xrLDM73FB3W5qCT9ruB3s2SWMleQmp8u04byvSDNQg40kXuic14FxSvYpu80VJTcL3bxMDFZWshpI4UYPfiA9C1aRTuJ4TSQXVTLDrNkY0ADRZLdvlnHvEYdCIMXjWjNBgHwE3mBNMZAcStHm4S7Nw8qXbMIiqKnIiNFjM45QCYKnZfGc2UtDagk6DDI.kTmZQ3W04NxpG8xridEyjutkEI8DyITS5bhTP9vsUI4&dib_tag=se&keywords=how+children+learn+math&qid=1727578246&sprefix=how+children+learn+math%2Caps%2C92&sr=8-1" style="color:rgb(5,99,193)">Amazon</a>.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN">It’s also available here through the <a href="https://www.routledge.com/How-Children-Learn-Math-The-Science-of-Math-Learning-in-Research-and-Practice/Krasa-Tzanetopoulos-Maas/p/book/9780367744083?srsltid=AfmBOopud40Dex7ePswr9DAbnFlx047pDlOhkwyYoX-zcXltZh3F0zL9" style="color:rgb(5,99,193)">publisher</a></span>, where you can request an inspection copy.</p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN" style=""> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN">Excerpts are accessible at both websites.</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN">Enjoy!</span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN">Nancy Krasa</span></p><p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"><br></span></p><img src="cid:ii_m1pemtbr0" alt="Book cover art.jpg" width="126" height="180" style="margin-right: 0px;"><p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"><br></span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p>
<p class="MsoNormal" style="margin:0in;line-height:115%;font-size:12pt;font-family:"Times New Roman",serif"><span lang="EN"> </span></p></div></div>