MATH 123 MIDTERM 1 TUTORIAL Surath Gomis Saskatoon Engineering Students Society October 7, 2015.
Playful Math Instruction - Early Childhood Webinars · 2019-04-17 · 80 90 100 t Math Knowledge in...
Transcript of Playful Math Instruction - Early Childhood Webinars · 2019-04-17 · 80 90 100 t Math Knowledge in...
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Playful Math InstructionDeborah Stipek
Early Childhood Investigations
November 1, 2017
Early Math Matters
1. Brain development before children begin school is rapid and provides the foundation for future learning.
2. The achievement gap in math exists before children enter kindergarten.
3. The math skills children enter kindergarten with are highly predictive of later achievement.
4. Kindergarten standards have risen.
5. Young children can and love to do math activities.
-8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Birth (Months) (Years)
Sensory Pathways(Vision, Hearing)
LanguageHigher Cognitive Function
Source: C. Nelson (2000)
Growth in BrainDevelopment
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Weintraub, et al., (2011)
Birth
Age (Years)
50 70 80
Skill
pro
fici
ency
3 5 15 25 3010
Brain Development for Executive Functions
https://dreme.stanford.edu
0
10
20
30
40
50
60
70
80
90
100
Me
an
Pe
rce
nt C
orr
ect
Math Knowledge in American 4-yr-olds
Low Income
Middle Income
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38
79
123
144
157
25
61
98
123
140
17
46
78
101
120
0
20
40
60
80
100
120
140
160
180
Fall 1998,Kindergarten
Spring 2000,grade 1
Spring 2002,grade 3
Spring 2004,grade 5
Spring 2007,grade 8
Math Achievement Scores of Kindergartners FollowedThrough Grade 8, by Kindergarten Score Quartile
Highest quartile
Middle two quartiles
Lowest quartile
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Effect of Persistent vs. No Problems at Ages 6, 8, and 10 on High School Completion and College Attendance
Persistent
Problems in…
High School
Completion
College
Attendance
Reading -.05 -.06
Math -.13* -.29**
Antisocial Behavior -.10*** -.24*
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Common Core Kindergarten Standards
• Count to 100 by ones and by tens
• For any number from 1 to 9, find the number that makes 10 when added to the given number
• Compose and decompose numbers from 11 to 19 into ten ones and ones
• Describe measurable attributes of objects, such as length or weight.
• Compose simple shapes to form larger shapes.
• Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference.
POLL
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Kindergarten is the New First Grade
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But not much Math Happening in Preschools
Proportion of Time Spent in Preschool Content Areas
Meal/Nap/Out/Transition 60%
Other (e.g. TV)< 1%
Morning Routine< 1%
Mixed Content
20% Art1%
Music and/orMovement 3%
Social Studies1%
Science1%
Math3%
Reading2%
Code-Based Skills 2%
Literacy7%
Reading Readiness
11%
POLL
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Math activities are age-appropriate for preschoolers.
No Exp/No Edu
2+ Yrs Exp/4 Yrs ECEEdu
2+ Yrs Exp/4+ Yrs Edu& Math Ed Course
Agree
Agree Strongly
Platas, 2011
Agree Somewhat
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POLL
Complaints about Standards
1. Focus attention on basic academic skills and away from other important dimensions of development
2. Encourage developmentally inappropriate teaching
3. Undermine the joy of learning
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No Standards?
• If we don’t know our destination, how do we know how to get there?
– How do we determine whether children are making progress?
Standards can be useful if they…
• guide but don’t dictate instruction– Standards provide the long-term goals; the short-term
goals (in route) are based on what children know and understand
• inform assessments used to track children’s progress
• inform choice of curriculum used to provide scope and sequence for learning – Rebel against strict pacing!!
But what about “teaching”?
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“Teaching” has a bad rap
▪ associated with teacher-directed, didactic instruction—flash cards and worksheets
▪ believed to interfere with children’s natural curiosity and joy of learning
▪ and competes with:
▪ time for play
▪ opportunities to develop social-emotional skills
Theories of Teaching
Child-Centered (constructivist)
Children discover through direct experience
Children choose
Process stressed
Play
Teacher-Directed(learning theory)
Children learn what teachers teach
Teachers choose
Performance stressed
Work
POLL
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What is not included
• Rote counting
• Calendar
• Worksheets
• Macaroni math
Effective, Playful Math Instruction
• Teacher plans activities with clear learning goals
• Identifies, designs, and prepares materials
• Provides direction
• Engages children in conversation
• Assesses learning
• Designs individual & group interventions
Teacher Verbal Behavior(talk by teacher during the 3.25 hour learning opportunity)
Farran, ECMC
Listening9%
Not Talking or Listening20%
To Child35%
To Small Group
7%
To Whole Group25%
To Self1%
To Parent/External Adult1%
To Teacher2%
Talking71%
All Classrooms: Teacher Talking and to Whom
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Child Verbal Behavior(Talk by children during the 3.25 hour learning opportunity)
Farran, ECMC
Not Talking or Listening41%
Listening34%
Fuss/Cry1%
To Teacher4%
To Child9%
To Small Group1%
To Whole Group4%
To Self6%
Talking24%
All Classrooms: Children Talking and to Whom
• http://pbskids.org/lab/activity/shoesorting/
Other Activities
Letters in name
• Shape hunt
Map of classroom
Store
S A AR H
T I M
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Making Counting Fun
Using Picture Books
Describe, Draw, Describe
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Games
Teachable Moments
• Take advantage
• But not sufficient
– depends too much on chance
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To learn more about our research and development in early math, visit our website at
https://dreme.stanford.edu
To access our free early math resources for teacher educators (videos, articles, activities), visit DREME TE at
http://prek-math-te.stanford.edu