Teaching mathematics in the early years

Teaching Mathematics In the Early Years

Prepared by: Mrs. May-ridel P. Pasamata

MAED ECSD Instructor

Mathematics• Adults often think of Mathematics as an

abstract discipline involving complex algebraic formulas and geometric calculations• Yet, the foundation of math are grounded

in concrete experience such as:• Exploration of objects•Gradual understanding of their properties and relationships

Cognitive Tasks

Integral Parts of the Development of

Mathematical Knowledge

• Classification is the ability to sort and group objects by some common attribute or property• To classify, a child needs

to note similarities and differences among objects• Involves two

simultaneous processes: 1. Sorting2. Grouping

Classification

Classification

• Concerns with the relationship among objects and the ability to place them in a logical sequence or order• Sensory seriation

include ordering sounds from loudest to softest, sweetest to sourest• Early childhood

environment should include many materials and experiences to encourage seriation

Seriation

Seriation

• Number is an understanding of quantity, an awareness that entails increasingly more complex concepts• Earliest forms of

number understanding:• gross comparison of quantity• identifying more or less

Number

Concepts

Number Concepts

One-to-one Corresponde

nce

Number

Concepts

One-to-one Corresponde

nce

• One-to-one Correspondence – A way in which young preschoolers begin to acquire an understanding of number concepts by matching items to each other• Rote counting – Reciting

Numbers from memory without attaching meaning to them in the context of objects in a series

Number Concepts

• Rational Counting – distinguished from rote counting in which the child accurately attaches a numeral name to a series of objects being counted

Number

Concepts

• Concerned with the child’s gradual awareness of time as continuum• Teach children the

concept of now, before and after• Preschools’ experiences

sense of time are linked to concrete experiences• Temporal Sequencing –

ability to place a series of events in order of occurrence

Temporal Concepts

Temporal

Concepts

• Cognitive ability involving an understanding of how objects and people occupy, move in, and use space• Learn vocabularies like,

behind, on top of, toward

Spatial

Concepts

Spatial Concepts

Mathematics in ECE• Young children are continually involved in

mathematical learning which early childhood environment and teachers must encourage• Math for young children is not abstract, it

is the provision of many materials that invite the child to handle, explore, compare, measure, combine, take apart, reconstruct, and transform in an infinite variety of ways

Mathematics in ECE• By acting on materials, children

actively construct knowledge and gradually come to understand mathematical principles• Central to this gradual understanding

is the ability to conserve, recognize that objects remain the same in amount or number despite perceptual changes• Preschoolers rely very much on their

perceptions

Mathematics in ECE• This reliance on observable rather

than on internal understanding that materials do not change unless something is added or taken away is a characteristic in the preoperational period• It is through many experiences in

arranging and transforming materials that children gradually move to the concrete operational period in which they are able to conserve

Mathematics in ECE• Thus, preschool children are not

conservers, but they need to have plenty of concrete experiences to acquire this ability in their elementary years

• The early childhood classroom should contain many materials that lend themselves to acquiring math concepts

• The class may also contain a specific math center where materials designed to encourage and enhance math concepts

Thank You for listening! and

God Bless on your requirements!!!

Teaching mathematics in the early years

Education

Transcript of Teaching mathematics in the early years