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2016-08-09T00:00:00.000Z

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Wrong Constance Kamii?

Dr. Constance Kazuko Kamii

Professor of Early Childhood Education

University of Alabama

HQ Phone: (205) 934-2021

Email: c***@***.edu

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University of Alabama

701 20Th St. S. AB 1320

Birmingham, Alabama 35294

United States

Company Description

Known for its innovative and interdisciplinary approach to education at both the graduate and undergraduate levels, the University of Alabama at Birmingham is the state of Alabama's largest employer and an internationally renowned research university and ... more

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Background Information

Employment History

Leading Student

Piaget

Professor

Early ChildhoodEducation

Affiliations

Board Member
Association for Constructivist Teaching

Education

Pomona College

Ph.D.

education and psychology

University of Michigan

Web References (103 Total References)


Arkansans for Education Freedom – Common Core is Killing Kindergarten

www.arkedfreedom.org [cached]

In Boston Globe, Common Core, Common Core ELA Standards, Common Core Math Standards, Common Core State Standards, Constance Kamii, Defending the Early Years, Kindergarten, Nancy Carlsson-Paige, National News

...
That's the argument of Constance Kamii, a longtime professor of early-childhood education at the University of Alabama. Kamii wrote the second DEY report, published last month, attacking several of the Common Core's kindergarten math standards, including that students should be able to count to 100 by ones and 10s, as well as compose and decompose numbers from 11 to 19 into 10 ones plus some further ones.
Kamii notes that the foundation of math is the ability to think abstractly about numbers - what five really means, beyond the numeral 5, or its place in a memorized sequence from one to 10 - as well as the logical relationships between numbers. "Not many 5- and 6-year-olds understand words like 'forty' and 'fifty,'? Kamii writes in the report. So, while kindergartners can memorize the numbers from 1 to 100 with enough repetition, Kamii says that's, "like making them memorize nonsense syllables."


ACT Board Members - Association for Constructivist Teaching

www.constructivistassociation.org [cached]

Constance Kamii

University of Alabama


Board Members - Association for Constructivist Teaching

www.constructivistassociation.org [cached]

Constance Kamii University of Alabama


Illinois Loop: Math Trailblazers

www.illinoisloop.org [cached]

But closer to home, Constance Kamii has been pushing a constructivist ideology in primary mathematics education for many years. Many teachers graduating from schools of education today know only a little math, but a lot about Kamii’s work with children. Kamii takes it as an article of her faith in Piaget that children can reinvent arithmetic, that standard written procedures are neither required nor desired in the primary classroom. See Appendix D.

...
I believe NAEYC borrowed their torrid little speech about place value from Constance Kamii; see Appendix D.
The National Council of Teachers of Mathematics, www.nctm.org, a "big-tent" organization that has published Kamii, came to a different conclusion than Kamii when they put forth their revised Standards in 2000:
"It is absolutely essential that students develop a solid understanding of the base-ten numeration system and place-value concepts by the end of grade 2."
Appendix D: Constance Kamii
...
Constance Kamii is a professor of education at the University of Alabama. She studied under Piaget, and she never lets you forget that Piaget taught that logico-mathematical concepts cannot be put into a child’s head from outside. Number Lines and Charts and Diagrams, Base-Ten Blocks and Sticks and other Proportionate Manipulatives don’t work because they can’t work. Children must construct an understanding of number and place value through their own mental arithmetic activity. Kamii defines constructivism at http://www.terc.edu/investigations/relevant/html/constructivistlearning.html.
...
Kamii teaches that these manipulatives are external to the child, and cannot be relied upon as a means for the child to internalize concepts of number and place value. The child must solve the problems in her head and give the answers verbally.
...
Kamii gives some good examples of how children can perform their mental addition. She notes that all of the children in her classroom start with the tens.
...
I’m extremely disappointed that Kamii never asks children "what does this part of the number mean?"
I’d like to borrow an example that Kamii gives from her classroom. The children are considering the problem 36 + 46.
...
Parting thoughts about Constance Kamii
In her paper "The Harmful Effects of Algorithms in Grades 1 — 4," Kamii ends with this thought:
"Teaching algorithms to (struggling) students… sent them the message that ‘the logic of this procedure is too much for you; so just follow these steps and you’ll get the right answer.’"
Constance Kamii and constructivist curricula such as Kendall/Hunt’s Math Trailblazers have sent a clear message to teachers that the logic of our standard written procedures is too much for Second Grade children. Don’t even try to teach it. All a teacher can do is put a worked subtraction problem on the overhead and see if it causes any child to construct a private logico-mathematical understanding of "starting with the ones."
I wish Kamii would apply her formidable talents to teaching teachers how to speak correctly and ask the right questions, to instruct children in the logic of our standard written procedures. Her insistence on construction blinds her to the possibilities of instruction.
Must teachers reinvent instruction, or does Kamii think they can be directly taught how to teach?


Truth in American Education

truthinamericaneducation.com [cached]

That’s the argument of Constance Kamii, a longtime professor of early-childhood education at the University of Alabama. Kamii wrote the second DEY report, published last month, attacking several of the Common Core’s kindergarten math standards, including that students should be able to count to 100 by ones and 10s, as well as compose and decompose numbers from 11 to 19 into 10 ones plus some further ones.

Kamii notes that the foundation of math is the ability to think abstractly about numbers â€" what five really means, beyond the numeral 5, or its place in a memorized sequence from one to 10 â€" as well as the logical relationships between numbers. “Not many 5- and 6-year-olds understand words like ‘forty’ and ‘fifty,’ â€� Kamii writes in the report. So, while kindergartners can memorize the numbers from 1 to 100 with enough repetition, Kamii says that’s, “like making them memorize nonsense syllables.â€�

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