   Many children need to spend extra time—more than they get in school—on certain foundation skills in mathematics. The approaches and instructional strategies used in the AfterSchool KidzMath™ program are based on current research and thinking about mathematics education. Children’s literature can teach mathematics. Focus on number, measurement, and geometry. Give leaders appropriate curriculum and support.
Notes 1. Jerome Bruner, "Play, Thought, and Language," Peabody Journal of Education 60, no. 3 (1983): 60–69. 2. Paul Ernest, "Games: A Rationale for Their Use in the Teaching of Mathematics in School," Mathematics in School 15, no. 1 (1986): 2–5. 3. Harold Williford, "Games for Developing Mathematical Strategy," The Mathematics Teacher 85, no. 2 (1992): 140–141. 4. Don Balka and Richard Callan, Math, Literature and Manipulatives. (Rowley, MA: Didax Educational Resources, 2001). 5. Marilyn Burns, Math and Literature (K-3) (Sausalito, CA: Math Solutions Publications, 1992). 6. Kathryn Braddon, Nancy Hall and Dale Taylor, Math Through Children’s Literature: Making the NCTM Standards Come Alive (Englewood, Colorado: Teacher Ideas Press, 1993). 7. National Council of Teachers of Mathematics, Principles and Standards for School Mathematics (Reston, VA: National council of Teachers of Mathematics, 2000). http://www.nctm.org/standards/principles.htm. 8. Third International Mathematics and Science Study (TIMSS), Third International Mathematics and Science Study Sourcebook of 4th-Grade Findings (Philadelphia: Mid-Atlantic Consortium for Mathematics and Science Education, 1997). 9. Third International Mathematics and Science Study (TIMSS), Third International Mathematics and Science Study Sourcebook of 4th-Grade Findings (Philadelphia: Mid-Atlantic Consortium for Mathematics and Science Education, 1997). 10. National School-Age Care Alliance (NSACA), NSACA Standards for Quality School-Age Care (Boston: NSACA, 1998).
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