Kristen. I had a more consistent course of action, planning a sequence of activi-
ties over time. I was able to find ways to include her in our classroom mathemat-
ics, while continuing to provide her the practice she needed to build her number
sense.
Using both formal and informal assessments was critical in helping me learn
more about how Kristen thought. Administering individual interviews, analyzing
her student work, and listening to her conversations during small-group work all
added to my knowledge about her strengths and gaps. I am now using that infor-
mation to inform my planning. My own deepening knowledge of number and
counting is beginning to inform my work with other students as well. I trust that
I am developing a body of knowledge and refining my teaching in ways that will
be effective beyond this year and this student.
Assessing and Developing Early Number Concepts