Qnet : Early Mathematics

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Qnet : Early Mathematics. October 13, 2011 Amy Carriere. Patterns. Problem Solving. Counting. Numbers. Communication. Data Analysis. Reasoning. Connections. Measurement. Planning. Estimating. Representation. Space. Matching. Shape. Session Objectives. - PowerPoint PPT Presentation

Transcript of Qnet : Early Mathematics

  • October 13, 2011Amy Carriere

  • NumbersMeasurementCountingData AnalysisPlanningEstimatingSpaceShapeMatchingPatternsProblem SolvingReasoningCommunicationConnectionsRepresentation

  • Session ObjectivesIdentify early math concepts and processes Explain how infants and toddlers and Preschoolers acquire those conceptsDescribe indicators of early math concepts for infants and toddlers and PreschoolersDescribe strategies for infusing early math concepts into daily routines, activities, and play for infants and toddlers and Preschoolers

  • The development of mathematical thinking skills begins at birthIt occurs in a very natural way through play, routines, and loving interactions with adults.

  • Children are curious and want to know everything about their environment.Babies explore the world using their senses. They look, touch, hear, smell, and taste everything!

  • Math is Part of EVERY day Mathematics is a way of describing the world a way of thinking, knowing, and problem-solving that is accessible to all children regardless of their prior knowledge and experiences

  • Components/Process SkillsWhat isWhat can we do in ourEnvironment to promoteWhat can we do with Movement to promoteWhat can we do with Toys/Games to promoteWhat can we do with Great Books to promoteWhat can we do during Routines/Transitions to promoteWhat is the Teachers Role in promotingHow do we assess Child Progress inWhat Tips can we Share with Families aboutNumbers/OperationsPage 1Page 2Page 3Page 4Page 5Page 6Page 7Page 8Page 9Geometry/Spatial SenseMeasure-mentPatterns (Algebra)Data AnalysisProblem SolvingReasoningCommuni-cationConnectionsRepresent-ation

  • Learning AboutMathematical ConceptsNumbers and OperationsGeometry/Spatial SenseMeasurementPatterns (Algebra)Data Analysis

  • Learning AboutMathematical ProcessesProblem SolvingReasoningCommunicationConnectionsRepresentation

  • ActivityUse your resources in the bin, some manipulatives, some examples, and Wisconsin Model Early Learning Standards Book (pg 80-102)Develop a Parent Friendly Definition of the Mathematical Concept and Process skill you haveGive some examples of what this looks like with infants, toddlers, and preschoolersHow could you sue some of these materials to promote this concept and process skill?What other materials could you use?What can an adult do/say/ask to promote this concept/skill?

  • The Teaching Cycle

  • Simple Ways to AssessParent InterviewsSelf PortraitsAnecdotal RecordsScribbling Drawing Writing SamplesParticipation ChartDevelopmental ChecklistsAudio or Video Tapes

  • Homework for Next timeObservationSelf assessment

  • University CreditMet up front for a moment Sign up must be done today

    Overwhelmed? Seeing these terms in early childhood might overwhelm some of you, but I am here to tell you, you can do this*There is a good deal of research that is beginning to support the idea of early mathematics is like early literacy in that children are beginning to learning it from the day they are born. We know that infants begin to notice relationships as they interact through songs, rocking and other verbal and nonverbal communication. Later they build on this foundation by beginning to classify, seriate (put objects in order based on number, size), compare, and order objects. This is not just about numbers and counting, it goes so much deeper than that. Early mathematics is the infant doing the cute little but wiggle everytime the music turns on, to trying to put in or take out blocks from a containerwith infants we know that their sensory and motor system are more where we will see them exploringthey arent going to tell us, this looks like a problem, I think if I take x-y I will get z.

    *Take this example: Planting a Window Box*Mathematics belongs in any and all parts of the day and connects with any and all other curriculum areas. The more you observe children doing mathematics and become aware of mathematics content and processes, the more connections you see and the more mathematics fits into your day. (Show the grid to show overview of the sessions and how I plan to fit it all in) So essentially you can see we are looking at all parts of your day/environment and each session will show different ways to fit it in.

    *first three receive the most emphasis in preschool Numbers & Operations-1 year old asks for more cookies and cries when someone takes one away; 2 year old displays two fingers to tell how old they are; young children count coins as they shop at the store, write numbers to help them remember how many orders of flowers a pretend customer wants, and use a number sequence as they exercise in a pretend aerobics class.Geometry & Spatial Sense- 3year old uses geometry skills as they rotate and stack blocks to form tall towers, children manipulate puzzle pieces, use positional words when they enact the three billy goats gruff and investigate shapes as they build a city in the block area. Crawling in and out of tunnels/boxesMeasurement-5 year old fascinated with how tall they are and how their height compares to that of T-rex; they build tall structures and compare them to friends structures or they weigh fruit at the class supermarket, pouring from one container to another.Patterns (Algebra)-4 year olds identify patterns in the floor tile and predict what will happen when they turn the corner; children create patterns in their art work and march in rhythm to a song, childrens first patterning activities start with rocking or bouncing along with a song or a chantData Analysis-starts at a young age of having a preference between two choices (cookie, beans), child always reaches for the desirable; they are sorting out what they want from what they dont want. Later it is using objects to represent data, signing in on the milk chart choosing which milk they want and looking at how many of each kind the milk helper will need to get. Then to summarizing or describing the data with statements like, more kids like recess then music class, no kids like yellow apples and more kids like apples with no skins than any of the colors. Matching or finding all the ones that are the same comes before children can find the ones that are different. Important-you give a child a pile of toys with and without wheels and ask them to put them in two separate piles. You come back and they are in two piles, but they are mixed with wheels and without wheels. Instead of saying no that is not how it goes, ask, tell me about this pile and how all these got into this pile.you may have answers that still are sorting/classifying but just not according to your parametersthese are all the ones I like, these all have red on them,*Process Skills-These skills are never really separate, they are part of each and every learning activity related to the components of mathematicsProblem Solving-Children discuss whether there will be enough cupcakes for everyone in the class to have two. They try to solve the problem by using a cupcake pan having spaces for a dozen cupcakes and wonder aloud as they begin to count, how many will that make? Is that more cupcakes then children?, fitting together nesting blocks, putting things into other containersReasoning-Two children study a poster with a large circle in the middle. Some of the childrens photos are inside the circle, while others are outside the circle. The children discuss why their pictures are inside and explain their reasoning. Im in the circle cause I have glasses No, Im in the circle cause my name starts with J like John and Jennifer.Communication-children in the dramatic play area sell flowers in the class flower shop, communicating the prices of arrangements with handmade signs that say 20 pennies or lots of dollars. Connections-In the library area, three children connect what they have learned about patterns and books by creating a patterned border around each page of the class book. Representation-children in the block area discuss blueprints or representations of earlier constructions, comparing them to attached photos. Pretending to drink from a cylindrical block.

    *Often when we talk with teachers they say they dont assess. But you do, you do it every day, we simply want to make it more focused and more intentional. So in order to use this throughout the year, I need to provide a little background info. We are going to look at simple ways to assess (yes I know some of you have just gone over this, so it will be quick). *Bring in an example of an observation/picture/video etc of a child engaged in early mathematics-we will talk about what type of assessment you used, and what components/process skills the child displayed, then we will look where that skill is on the continuum and what skills we might see the child exploring next. At the beginning of each following session we will have post its for you to write one observation of a child using early mathematic concepts/processes. You will identify what concepts/processes were observed and where the child is on the continuum for that skill. Show Claires family portrait-we know she has some skills in representation, understanding two vs four legs, height of family, not representing number of fingers/toes equally or typical amount.I always encourage reflective practices. So I am giving you some pages (Handout) from the Creative Curriculum Coaches Guide and Creative Curriculum for Inf/Todd. (I did not love what ECCERS,ITERS, FECERS had for looking at early mathematics) to do a little self assessment. Where do you see you are with promoting early mathematics? Where do you need to improve? This is what will guide you when you listen to future presentations of areas you want to improve. Then at the end of the series take the self assessment again and see if there was improvement