2 Getting Started QUESTIONS OF THE DAY There are three questions posted in the front of the room.For the yes or no question: Place a check mark in the appropriate column.For comfort level place a tally mark next to the appropriate columnFor more information place a post it note in the correct column like a bar graph.This activity will be an example from I Want to Know page 285 of Mathematics: The Creative Curriculum ApproachOBJECTIVES:26. Applies knowledge or experience to a new context28. Compares/measuresUses one-to-one correspondenceUses numbers and countingOTHER CONCEPTSAsks questionsLearns various ways to gather dataDescribes and compares dataForm 1: Yes/No QuestionI like math?Form 2: Up to Three Response OptionsMy comfort level with teaching math is:Red = struggling with how to incorporate it into each areaYellow= I have it in some areasGreen= I got it going on in all most interest areasForm 3: 5 Response OptionsI need more Information in the area of:Number and operationsGeometry and spatial senseMeasurementPatterns (algebra)Data Analysis
3 Goals For TodayGain knowledge about what research says regarding the importance of mathematics in early childhood, as well as research about what components of math should be in an early childhood setting.Identify and explain the standards developed for early childhood math and what those look like in a preschool classroom.Identify and plan for mathematics as a part of everyday language, concepts, and activities in the classroom.Build upon what you already know and do to make mathematics an intentional concept for you and your students.
5 Research Behind Teaching Math in Early Childhood
6 The Importance of Early Childhood Mathematics The Early Childhood Longitudinal StudyThe math knowledge children have when they enter kindergarten can have a significant impact on their later school success.There is a significant math gap at kindergarten entry for low income children (Denton & West, 2002)Early math skills in kindergarten predicted 5th grade achievement in math and reading (Claessens, Duncan, & Engel, 2006)
7 Millions of young children are in child care or other early education settings where they can have significant early mathematical experiences.Accumulating research on children’s capacities and learning in the first six years of life confirms that early experiences have long-lasting outcomes
9 Taking A Look At Where We Stand Review our posters for questions of the dayLooking at the graphs, what kinds of questions can be made and answered?What picture does it paint for us?Use the guiding children’s learning on page 286 and 287 while you are discussing this activity so you are modeling it in the lesson format that they can use with their children.
10 I Want to Know (pg. 285) Mathematics: The Creative Curriculum Approach Objectives:26. Applies knowledge or experience to a new context28. Compares/measures33. Uses one-to-one correspondence34. Uses numbers and countingOther ConceptsAsks QuestionsLearns various ways to gather dataDescribes and compares data
12 NAEYC Position Statement A joint position statement of the National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics (NCTM). Adopted in Updated in 2010.
13 The PositionNCTM (National Council of Teachers of Mathematics) and NAEYC affirm:high-quality, challenging, and accessible mathematics education for 3- to 6-year-old children is a vital foundation for future mathematics learning.
14 In every early childhood setting, children should: experience effective, research-based curriculum and teaching practices.
15 Position Statement Activity There are 10 researched-based recommendations to achieve high-quality mathematics education for 3- to 6-year-old childrenAfter receiving your number:Read the explanation that accompanies each recommendationDiscuss what it meansBrainstorm and record on the chart paper ideas of what this looks like within your classroom.Share OutThis is for # dot cards
16 Breaking Back InYou will find math manipulatives at your table. Take a minute to play with them. Look at what you did and be prepared to tell your elbow partner what you did, and what domain of math it represented.
17 The National Council of Teachers Of Mathematics Content Standards Number and OperationsGeometry and Spatial SenseMeasurementPatternsData Analysis
18 Numbers and Operations The most easily identified content in early childhood classrooms.At the preschool level number and operations involve nine different ideas:1. Counting2. Quantity (sense of number)3. Comparisons (more-fewer or more-less)4. Order5. Numerals6. Combining Operations (adding)7. Separating Operations (subtracting)8. Sharing Operations (dividing)9. Set-Making Operations (multiplying)
19 The Research On Numbers Children develop counting skills at a very young age.The easiest collections for a three year old to count are in a straight line.Three-and-four year old children can often solve subtraction problems before they can solve addition problems.Children often do not understand mathematical words in a problem situation and require modeling with concrete objects and words to develop an “operation sense” (743)Show on board with cubes why subtraction might be easier for children to understand.
20 Geometry and Spatial Sense Young children find geometry an exciting topic!In preschool, there are four important geometry concepts young children need to explore or understand:ShapeSpaceTransformationsVisualization
21 The Research SaysChildren do not develop their ideas about shapes from simply looking at them. They must manipulate, draw, or represent the shapes in a variety of ways.With experience, preschool children can develop visualization. They can observe a shape picture using five shapes, remember it by visualizing what they just saw, and then make the picture accurately using the appropriate shapes in the correct relationship to each other.Visualization and spatial reasoning are improved with interaction with computer animations and in other technological settings (750)Make a shape design with the shape blocks on the overhead. Hold it on the board for a minute. Ask them to visualize and build. What thought process did you have to have to do that? These are the things that we need to teach young children to learn to visualize.
22 MeasurementChildren naturally use the language of measurement and comparison to discuss their surroundings and their relationships to other children.Children begin to model measurement behaviors and frequently experiment with both standard and nonstandard tools.Three measurement topics to be explored;Measurement attributesComparing and orderingMeasurement behaviors and processes
23 What Does Research SayYoung children know that attributes of length, weight, capacity, and time exist, but they do not know how to reason about them or measure them accuratelyChildren’s initial ideas about the size of an object are based on perception. They judge that one object is bigger than another because it looks bigger.Current thinking and research suggests that children can benefit from using rulers along with concrete models of units, even during beginning activities with measurement (759)One way to do this is to think about measuring a ruler with different objects
24 Patterns (Algebra)Algebraic concepts are key to a good basic understanding of mathematics.The recognition, creation, and extension of patterns and the analysis of change are important pre-algebraic concepts for preschool children.Two specific aspects for preschoolersPatternsChange
25 What the Research SaysYoung children can determine the unit of a repeating pattern and can use this skill to determine that two perceptually different patterns actually have the same structure.From the earliest age, children can be learning the basic rudiments of algebra, particularly its representational aspects. When both patterns and representations are emphasized, the basic ideas of algebra are introduced.As young children extend patterns, they are making conjectures that are logical and make sense from their perspective.Make patterns five out before asking children to guess the pattern
26 Data AnalysisGraphs and pictures of data collected by children are important tools for data analysis and, if used appropriately, can facilitate children’s mathematical understanding.Three important ideas involve concepts of data analysis for preschool children include:Sorting and classifyingRepresenting dataDescribing Data
27 What Does the Research Say? Initially, children sort before they count the number of items in each group.Children sort objects into groups before they can describe them with a label.The normal developmental progression of graphic representation is concrete (using physical objects), to symbolic (letters to represent the color of toys) (773)
28 What Teachers Can DoAction Patterns (pg. 265) Mathematics: The Creative Curriculum ApproachObjective30. Recognizes patterns and can repeat themBefore you begin this activity, have everyone take a shape from their shape bag.Explain that we will use bodies to make a pattern. Act one out.Ask for two ideas write on paper repeat up to three timesFind the people at your table with the same shape as you. Decide on a body pattern and make your way to the table that has your shape on it.
29 What Teachers Can Do Activity Locate the five headings on each table in colorLocate the five pages of recommendations for teachersRead the recommendations for teachers and place them underneath the appropriate headingCheck your workDiscuss two things that you do in one of the components and discuss one thing that you can take back from each component
31 Practical Application of Math in Every Day Play Young children need a multitude of experiences to develop an understanding of math concepts.Mathematical ideas are in children’s play and everyday experiencesYoung children develop some math concepts through self guided discoveries.
32 Video OverviewWhat specific actions do teachers take to guide children’ learning in each component area?What did children do that shows they are learning in the component area?
33 The Toys and Games Area as the Hub of Mathematics Learning Why? Through playful manipulation of objects, they discover many mathematical relationships on their own.
34 Toys and Game Examples Numbers and Operations If you put two more buttons in the box, how many buttons will there be? How many would you have if you took one out?Geometry and Spatial SenseTell me about the shape of the buttons? How would you describe them?MeasurementWhich is the biggest, smallest, tallest? How do you know?AlgebraCan you finish this pattern? Red button, blue button, red button…what comes next?Data AnalysisHow could we sort these button? Is there another way to sort these button?
35 Blocks Numbers and Operations Geometry and Spatial Sense Measurement That’s a tall tower How many blocks did you use to build it? How many would be there be if you added two more blocks to the top?Geometry and Spatial SenseIt doesn’t look like there are any more of the longest rectangles. What other blocks could you use to finish your building?MeasurementI think this tower is even taller than the one you built yesterday. What do you think?AlgebraI see you’ve place one block up, one block flat, one block up, and another block flat. That’s a pattern! What will go next?Data AnalysisCan you make another tower that is just as tall by using blocks of different sizes?
36 Art Area Number and Operations Geometry and Spatial Sense Measurement You’ve punched many holes in your clay. Shall we count them?Geometry and Spatial SenseCan you make your play dough into the shape of a ball? What will happen if you flatten it into a pancake? Is the same amount of play dough in the ball and the pancake?MeasurementYour play dough snake is long. Mine is shorter and fatter. What can I do to make mine as long as yours? How ill we know when they are the same?Algebra (Patterns)I see you put a pattern on your snake just like the one we saw in the photo. Can you read it?Data AnalysisDid you make a shape the same as this with your play dough? What shape did you make that is different than this?
37 You TryFor the next activity, you are going to be asked to try to think of examples of how math can be easily integrated into everyday play areas for children.Choose a card and keep it face down.When I say the number you check to see if your number matches.All together we will clap the numberYou will go to a space with your group and complete the activityWe will share out our thinking.
38 Secret Numbers (pg. 198) Mathematics: The Creative Curriculum Approach Objectives:33. Uses one-to-one correspondence34. Uses numbers and countingOther ConceptsUnderstands QuantityGet large sheets of colored paper.
39 You Try ActivityYou have one area placed in front of you with each of the math components listed.Discuss as a group what are some activities, items, or conversations that could be placed in this area that would intentionally draw children to think and explore mathematical concepts.Share out as a large group.
40 Planning for MathThe goal for math planning is that children develop mathematical concepts all day long.In planning for children’s mathematics learning, teachers must decide what to teach, how to teach it, and when to teach it. Key factors to think about include:What preschool children should know and doThe goals and objectives that you are usingThe strengths, needs, and interests of individual children.
41 Planning for Math Planning for math begins with: our own understanding and comfort level of mathintentional organizing, planning, and incorporation of mathcreating a math-rich physical environmentdeveloping opportunities for assessment of math
42 Things To Do TomorrowTake inventory of your classroom language, environment, and activities. Decide where you are strong in math and where you can purposefully add more.Look at the components of math and chose one that will be a focus mini lesson for every day of the week (small group, large group, individual child)Make a plan to make math an every day occurrences within the context of each area of the classroom.
43 Take Aways From TodayTurn to your neighbor and identify three things that you will take away from your discussions today that will strengthen the way you intentionally teach and plan for mathematics in your classroom.
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