1. ©2012 Cengage Learning. All Rights Reserved. Chapter 5 Math Research has demonstrated that virtually all young children have the capability to learn and become competent in mathematics.

2. ©2012 Cengage Learning. All Rights Reserved. Overview Is everywhere Daily living provides a math-rich environment Math must be hands-on and DAP Teach math in a context that has a purpose to the child Focus on conceptual math, not pencil-and-paper Not limited to a specific period or time of day Relationships and repetition are key to math learning

3. Concept Development Concepts are the building blocks of knowledge Concepts are acquired through children’s active involvement with their environment Concept development is fostered by solving problems Definition of the term early mathematics ©2012 Cengage Learning. All Rights Reserved.

4. ©2012 Cengage Learning. All Rights Reserved. Names Associated with Mathematical Concepts Piaget –Two types of knowledge Physical Logico-Mathematical Vygotsky –Skills learned from those who have more skills –Zone of proximal development Gardner –Logical-Mathematical intelligence

5. Math Language Development Math language development occurs as children develop number sense and logical ways of thinking about time, space, and other mathematical ideas during the first eight years of life Children encounter significant mathematical experiences in their play Language based on recommendations from NCTM’s Principles and Standards for School Mathematics ©2012 Cengage Learning. All Rights Reserved.

6. Math Concepts Numbers and Operations 1. Number sense 2. One-to-one correspondence –Each object has the value of one –Awareness of this relationship 3.Count anything and everything -Rote counting -Rational counting 4. Classifying and sorting –Grouping objects by a common characteristic or attribute—size, shape, or color ©2012 Cengage Learning. All Rights Reserved.

7. Math Concepts (continued) Patterns, functions, and algebra - Sequence of numbers, colors, objects, sounds, shapes, or movements that repeat, in the same order, over and over Seriation -comparative vocabulary develops ©2012 Cengage Learning. All Rights Reserved.

8. Math Concepts (continued) Early geometry and spatial sense –Children’s awareness of themselves in relation to the people and objects around them –concepts relating to space, position, time, sound, rhythm, body parts, and body control Measurement Data analysis and probability - graphs Problem solving - the process of mathematics ©2012 Cengage Learning. All Rights Reserved.

9. Math Concepts (continued) Curriculum Focal Points -way to bring focus to the teaching, learning, and assessing of mathematics - http://www.nctm.orghttp://www.nctm.org ©2012 Cengage Learning. All Rights Reserved.

10. Integrating Math Experiences with Other Curriculum Areas Outdoors - spatial concepts; shape concepts; classification; patterns; counting; number sense; writing numerals; measurement - specific activities Science –Sorting collections –Graphing –Charting –Counting ©2012 Cengage Learning. All Rights Reserved.

11. Integrating Math Experiences with Other Curriculum Areas (continued) Cooking –Measuring –Counting Art –Outlining Language, literacy, and literature –Speaking –Reading ©2012 Cengage Learning. All Rights Reserved.

12. Materials for Developing Math Concepts Children will naturally explore their environments Role of teacher to provide words, materials, and resources to scaffold learning Materials could include –Balances –Bingo cards –Blocks –Board Games –Calculators –Counters –Geoboards –Magnetic boards –Objects to count, sort, classify, make patterns –Table games –Table blocks ©2012 Cengage Learning. All Rights Reserved.

13. Tips for Teachers Encourage exploration by children Focus on process, not “correct” answer –it’s okay to make mistakes Break down steps Allow time for math discovery Plan appropriate activities Allow materials to be used in all areas Use –Number songs and books –Rhymes and rhythm ©2012 Cengage Learning. All Rights Reserved.

14. Technology and Mathematics Calculators should be available for use by young children Teachers should review software carefully –Open-ended software preferred –Drill-and-practice software kills creativity –Cooperative use of computers –Virtual manipulatives –Link computer math to ongoing concrete experiences ©2012 Cengage Learning. All Rights Reserved.

15. Observation, Assessment, and Evaluation Assessment is crucial to effective teaching Careful assessment can help you when planning for culturally and linguistically diverse children Observations, interviews, and anecdotal records –Anecdotal assessment form helpful –Keep anecdotal records on all children ©2012 Cengage Learning. All Rights Reserved.

16. Encouraging Family Support Provide them with activities Inform them about opportunities for math at home –Sorting laundry By color By shape By family members –Setting the table ©2012 Cengage Learning. All Rights Reserved.