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Teaching Mathematics
to Young Children
1
5
7
10
39
At the end of the lesson, students are able to; 1. Consider math concept for young children, 2.Enumerate materials that can be use in teaching math to young children and; 3.Design developmentally appropriate tools for young children when teaching math.
OBJECTIVES
Concepts are the building blocks of knowledge; they allow people to organize and categorize information..Concepts can be applied to the
solution of new problems that are met in everyday. (Charlesworth&Lind,2010)
CONCEPT DEVELOPMENT IN YOUNG CHILDREN
EARLY MATHEMATICSRefers to the exposure and interaction of materials
that contribute to the acquisition of knowledge about math concepts.
PHYSICAL KNOWLEDGE Learning the characteristics of color, size and weight
of objects in the environment.
LOGICO-MATHEMATICAL KNOWLEDGE Includes relationships constructed in order to make sense out
of world, such as counting and classification.
CONCEPT DEVELOPMENT The construction of knowledge through solving problems
and experiencing the result.
Young children understand math in relationship to how it affects them. The infant discovers the shape of the object by putting it in his mouth and holding on to it. The toddler can let you know that he/she is two years old by striving to show his/her two fingers. The three-year old likes to sing a number song, while the four-year old counts ‘’onetwothreefourfivesix’’. The five-year old shows you how tall his/her block is and the school-age child will try to win the number board game.
MATH LANGUAGE OF EARLY CHILDHOOD
NUMBERS & OPERATIONS
1.NUMBER SENSE is a concept and counting skill that children use often in everyday activities.
2. ONE-TO-ONE CORRESPONDENCE is based on the premise
that each object has the value of one. 3. COUNT ANYTHING AND EVERYTHING!Count real things to help children use their own experience
with objects to better understand. 4. CLASSIFYING AND SORTING
Children group objects by a common attribute or characteristics, such as size, shape, and color.
123
REMEMBER!ROTE COUTING is the ability to recite names of numerals in order while
RATIONAL COUNTING requires matching each
numeral name, in order, to an object in a group.
PATTERNS, FUNCTIONS AND ALGEBRA
PATTERN a sequence of colors, objects, sounds, stories, or movements that repeats in the same order over and over again.
‘’Mathematics is the science and language of patterns.” Copley (2000)
SERIATION or ordering of objects is based on the ability to place them in logical sequence, such as smallest to largest or
shortest to tallest. ‘’Comparative vocabulary develops with seriation: good, better, best, medium,small; lightest, light, heavy, heaviest; lightest, light, dark, darkest.’’ Kennedy, Tipps and Johnson (2011)
EARLY GEOMETRY AND SPATIAL SENSE
GEOMETRY the area of mathematics that involves shape, size, space, position, direction, and movement.
SPATIAL SENSE comparisons that help children develop an awareness of themselves in relation to people and objects in space, such as exploration using blocks and boxes.
MEASUREMENT 1 2 3 4 5 6FT
2 inches
MEASUREMENT is finding the length, height, and weight of an object using units like inches, feet and pounds. Measurement is an important way for young children
to look for relationships in the world.
DATA ANALYSIS AND PROBABILITY
0123456
01234
Questions that cannot be answered by direct observation can often be assessed by gathering data. Data can be organized, represented, and summarized in a variety of ways. Using graphs
and charts, children can discover how to organize and interpret information and see
relationships.
PROBLEM SOLVING WHAT?
HOW?
SOLVED!
?????
Problem solving means engaging in a task for which the solution method is not known in advance. To
find a solution, students must draw on their knowledge, and through this process, they will
often develop new mathematical understandings. Solving problem is not only a goal of learning
mathematics but also a major means of doing it so. (NCTM,2000)
M
Math concepts are better understood when they are a part of the daily activities. Other
curriculum areas can include math easily and successfully through different classroom activities as
simply as counting who are present on the class.
INTEGRATING MATH EXPERIENCES
OTHER CURRICULUM AREAS
MATH AND OUTDOOR ACTIVITIES
Math awareness continues outdoors, too. Applications for math concepts are everywhere. Some ideas:
1. Toddlers enjoy play structure that are lower ad wider and allow them to climb up and down.
2.Preschool children can look for rough and smooth objects to compare.
3. Older children can take chalk and make hopscotch area with numerals.
MATH AND SCIENCE
Math and science are like two-piece puzzle. They fit together to make a whole, but each piece is
important by itself. Some ideas:
1. Sort collections of shells, magnets, leaves, seeds, and rocks.2. Planting will always offer children a chance to graph the growth and development.3. Have children count the number of legs of the animals.
MATH AND COOKING
One of the exciting way to teach children math concepts is through cooking.
In dramatic play area you can ask them to prepare the ingredients, how much will be poured and how much will be needed to
cook something. In this way we can extend both the dramatic play and math.
MATH AND ART
The arts help children grow cognitively.
Arts activities invite counting, sorting and
classifying. Through questioning, children
are involved in arts activities and can be
aware of math concepts.
MATH AND LANGUAGE, LITERACY
AND LITERATUREMathematics is everywhere. We consciously include critical thinking, problem solving and communication as important goals within the
mathematics curriculum.
For language, literacy, ad literature development, select math books of all types and genres to read to the children, or have
children discuss during group time.