©2012 cengage learning. all rights reserved. chapter 5 math research has demonstrated that...

©2012 Cengage Learning.All Rights Reserved.

Chapter 5Math

Research has demonstrated that virtually all young children have the capability to learn and become competent in mathematics.


Overview

• Is everywhere• Daily living provides a math-rich environment• Math must be hands-on and DAP• Teach math in a context that has a purpose to

the child• Focus on conceptual math, not pencil-and-paper• Not limited to a specific period or time of day• Relationships and repetition are key to math

learning

Concept Development

• Concepts are the building blocks of knowledge

• Concepts are acquired through children’s active involvement with their environment

• Concept development is fostered by solving problems

• Definition of the term early mathematics



Names Associated with Mathematical Concepts

• Piaget– Two types of knowledge

• Physical• Logico-Mathematical

• Vygotsky– Skills learned from those who have more skills– Zone of proximal development

• Gardner– Logical-Mathematical intelligence

Math Language Development

• Math language development occurs as children develop number sense and logical ways of thinking about time, space, and other mathematical ideas during the first eight years of life

• Children encounter significant mathematical experiences in their play

• Language based on recommendations from NCTM’s Principles and Standards for School Mathematics


Math Concepts• Numbers and Operations

1. Number sense 2. One-to-one correspondence

– Each object has the value of one– Awareness of this relationship

3.Count anything and everything- Rote counting- Rational counting

4. Classifying and sorting– Grouping objects by a common characteristic or attribute—size,

shape, or color


Math Concepts (continued)

• Patterns, functions, and algebra- Sequence of numbers, colors, objects, sounds, shapes, or movements that repeat, in the same order, over and over

• Seriation

-comparative vocabulary develops



• Early geometry and spatial sense– Children’s awareness of themselves in relation to the

people and objects around them – concepts relating to space, position, time, sound,

rhythm, body parts, and body control

• Measurement• Data analysis and probability

- graphs

• Problem solving

- the process of mathematics©2012 Cengage Learning.

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• Curriculum Focal Points

-way to bring focus to the teaching, learning, and assessing of mathematics

- http://www.nctm.org


Integrating Math Experiences with Other Curriculum Areas

• Outdoors- spatial concepts; shape concepts; classification; patterns; counting; number sense; writing numerals; measurement- specific activities

Science– Sorting collections– Graphing– Charting– Counting


Integrating Math Experiences with Other Curriculum Areas (continued)• Cooking

– Measuring– Counting

• Art– Outlining

• Language, literacy, and literature– Speaking– Reading


Materials for Developing Math Concepts

• Children will naturally explore their environments• Role of teacher to provide words, materials, and

resources to scaffold learning• Materials could include

– Balances– Bingo cards– Blocks– Board Games– Calculators– Counters– Geoboards– Magnetic boards– Objects to count, sort, classify, make patterns– Table games– Table blocks


Tips for Teachers

• Encourage exploration by children• Focus on process, not “correct” answer –it’s okay to

make mistakes• Break down steps• Allow time for math discovery• Plan appropriate activities• Allow materials to be used in all areas• Use

– Number songs and books– Rhymes and rhythm


Technology and Mathematics

• Calculators should be available for use by young children

• Teachers should review software carefully– Open-ended software preferred– Drill-and-practice software kills creativity– Cooperative use of computers– Virtual manipulatives– Link computer math to ongoing concrete

experiences ©2012 Cengage Learning.

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Observation, Assessment, and Evaluation

• Assessment is crucial to effective teaching

• Careful assessment can help you when planning for culturally and linguistically diverse children

• Observations, interviews, and anecdotal records– Anecdotal assessment form helpful– Keep anecdotal records on all children


Encouraging Family Support

• Provide them with activities

• Inform them about opportunities for math at home– Sorting laundry

• By color• By shape• By family members

– Setting the table


©2012 cengage learning. all rights reserved. chapter 5 math research has demonstrated that...

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