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Early Childhood Math Professional Development. Getting Started  QUESTIONS OF THE DAY  There are three questions posted in the front of the room.  For.

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Presentation on theme: "Early Childhood Math Professional Development. Getting Started  QUESTIONS OF THE DAY  There are three questions posted in the front of the room.  For."— Presentation transcript:

1 Early Childhood Math Professional Development

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 column  For more information place a post it note in the correct column like a bar graph.

3 Goals For Today  Gain 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.

4 You tube video  Life of dad interview

5 Research Behind Teaching Math in Early Childhood

6 The Importance of Early Childhood Mathematics  The Early Childhood Longitudinal Study  The 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 5 th 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

8 The Bottom Line… EARLY MATH IS CRITICAL!!

9 Taking A Look At Where We Stand  Review our posters for questions of the day  Looking at the graphs, what kinds of questions can be made and answered?  What picture does it paint for us?

10 I Want to Know (pg. 285) Mathematics: The Creative Curriculum Approach  Objectives:  26. Applies knowledge or experience to a new context  28. Compares/measures  33. Uses one-to-one correspondence  34. Uses numbers and counting  Other Concepts  Asks Questions  Learns various ways to gather data  Describes and compares data

11 Standards for Early Childhood Mathematics

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 Position  NCTM (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 children  After receiving your number:  Read the explanation that accompanies each recommendation  Discuss what it means  Brainstorm and record on the chart paper ideas of what this looks like within your classroom.  Share Out

16 Breaking Back In  You 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 Operations  Geometry and Spatial Sense  Measurement  Patterns  Data 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. Counting  2. Quantity (sense of number)  3. Comparisons (more-fewer or more-less)  4. Order  5. Numerals  6. 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)

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:  Shape  Space  Transformations  Visualization

21 The Research Says  Children 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)

22 Measurement  Children 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 attributes  Comparing and ordering  Measurement behaviors and processes

23 What Does Research Say  Young children know that attributes of length, weight, capacity, and time exist, but they do not know how to reason about them or measure them accurately  Children’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)

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 preschoolers  Patterns  Change

25 What the Research Says  Young 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.

26 Data Analysis  Graphs 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 classifying  Representing data  Describing 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 Do  Action Patterns (pg. 265) Mathematics: The Creative Curriculum Approach  Objective 30. Recognizes patterns and can repeat them

29 What Teachers Can Do Activity  Locate the five headings on each table in color  Locate the five pages of recommendations for teachers  Read the recommendations for teachers and place them underneath the appropriate heading  Check your work  Discuss two things that you do in one of the components and discuss one thing that you can take back from each component

30

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 experiences  Young children develop some math concepts through self guided discoveries.

32 Video Overview  What 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 Sense  Tell me about the shape of the buttons? How would you describe them?  Measurement  Which is the biggest, smallest, tallest? How do you know?  Algebra  Can you finish this pattern? Red button, blue button, red button…what comes next?  Data Analysis  How could we sort these button? Is there another way to sort these button?

35 Blocks  Numbers and Operations  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 Sense  It doesn’t look like there are any more of the longest rectangles. What other blocks could you use to finish your building?  Measurement  I think this tower is even taller than the one you built yesterday. What do you think?  Algebra  I 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 Analysis  Can you make another tower that is just as tall by using blocks of different sizes?

36 Art Area  Number and Operations  You’ve punched many holes in your clay. Shall we count them?  Geometry and Spatial Sense  Can 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?  Measurement  Your 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 Analysis  Did you make a shape the same as this with your play dough? What shape did you make that is different than this?

37 You Try For 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 number  You will go to a space with your group and complete the activity  We will share out our thinking.

38 Secret Numbers (pg. 198) Mathematics: The Creative Curriculum Approach  Objectives:  33. Uses one-to-one correspondence  34. Uses numbers and counting  Other Concepts  Understands Quantity

39 You Try Activity  You 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 Math  The 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 do  The goals and objectives that you are using  The strengths, needs, and interests of individual children.

41 Planning for Math  Planning for math begins with:  our own understanding and comfort level of math  intentional organizing, planning, and incorporation of math  creating a math-rich physical environment  developing opportunities for assessment of math

42 Things To Do Tomorrow  Take 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 Today  Turn 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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