Chapter 5<br />Math<br />
Mathematics<br />Is everywhere<br />Daily living provides a math-rich environment<br />Math must be hands-on and DAP<br />...
Concept Development<br />Concepts are the building blocks of knowledge<br />Concepts are acquired through children’s activ...
Names Associated with Mathematical Concepts<br />Piaget<br />Two types of knowledge<br />Physical<br />Logico-Mathematical...
Math Language Development<br />Math language development occurs as children develop number sense and logical ways of think...
Math Concepts<br />One-to-one correspondence<br />Each object has the value of one<br />Classifying and sorting<br />Group...
Math Concepts (continued)<br />Geometry and spatial sense<br />Children’s awareness of themselves in relation to the peopl...
Math Experiences<br />Games<br />Folder games<br />Lotto games<br />Bingo<br />Matching outdoor activities<br />Counting<b...
Math across the Curriculum<br />Science<br />Sorting collections<br />Graphing<br />Charting<br />Counting<br />Cooking<br...
Manipulatives<br />Create a manipulative center<br />Think about the purpose and objectives<br />The teacher’s role<br />C...
Materials for Developing Math Concepts<br />Children will naturally explore their environments<br />Role of teacher to pro...
Technology and Mathematics<br />Calculators should be available for use by young children<br />Teachers should review soft...
Observation, Assessment, and Evaluation<br />Assessment is crucial to effective teaching<br />Careful assessment can help ...
Encouraging Family Support<br />Inform them about opportunities for math at home<br />Sorting laundry<br />By color<br />B...
Tips for Teachers<br />Encourage exploration by children<br />Focus on process, not “correct” answer<br />Discover togethe...
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Chapter 05

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Chapter 05

  1. 1. Chapter 5<br />Math<br />
  2. 2. Mathematics<br />Is everywhere<br />Daily living provides a math-rich environment<br />Math must be hands-on and DAP<br />Relationships and repetition are key to math learning<br />
  3. 3. Concept Development<br />Concepts are the building blocks of knowledge<br />Concepts are acquired through children’s active involvement with their environment<br />Concepts are fostered by solving problems<br />
  4. 4. Names Associated with Mathematical Concepts<br />Piaget<br />Two types of knowledge<br />Physical<br />Logico-Mathematical<br />Vygotsky<br />Skills learned from those who have more skills<br />Zone of proximal development<br />Gardner<br />Logical-Mathematical intelligence<br />
  5. 5. Math Language Development<br />Math language development occurs as children develop number sense and logical ways of thinking about time, space, and other mathematical ideas<br />Language based on recommendations from NCTM’s Principles and Standards<br />
  6. 6. Math Concepts<br />One-to-one correspondence<br />Each object has the value of one<br />Classifying and sorting<br />Grouping objects by a common characteristic—size, shape, or color<br />Patterns, functions, and algebra<br />Sequence of numbers, colors, objects, sounds, shapes, or movements that repeat, in the same order, over and over<br />Seriation<br />
  7. 7. Math Concepts (continued)<br />Geometry and spatial sense<br />Children’s awareness of themselves in relation to the people and objects around them<br />Measurement<br />Data analysis and probability<br />Problem solving<br />
  8. 8. Math Experiences<br />Games<br />Folder games<br />Lotto games<br />Bingo<br />Matching outdoor activities<br />Counting<br />Climbing<br />Finding shapes<br />Comparing<br />
  9. 9. Math across the Curriculum<br />Science<br />Sorting collections<br />Graphing<br />Charting<br />Counting<br />Cooking<br />Measuring<br />Counting<br />Art<br />Outlining<br />Language, literacy, and literature<br />Speaking<br />Reading<br />
  10. 10. Manipulatives<br />Create a manipulative center<br />Think about the purpose and objectives<br />The teacher’s role<br />Criteria for selecting materials, including multicultural and needs of identified children<br />Manipulative toys, games, and materials<br />Self-correcting, structured toys<br />Open-ended toys<br />
  11. 11. Materials for Developing Math Concepts<br />Children will naturally explore their environments<br />Role of teacher to provide words, materials, and resources to scaffold learning<br />Materials could include<br />Balances<br />Bingo cards<br />Calculators<br />Geoboards<br />Magnetic boards<br />Objects to count, sort, classify, make patterns<br />Table games<br />Table blocks<br />
  12. 12. Technology and Mathematics<br />Calculators should be available for use by young children<br />Teachers should review software carefully<br />Open-ended software preferred<br />
  13. 13. Observation, Assessment, and Evaluation<br />Assessment is crucial to effective teaching<br />Careful assessment can help you when planning for culturally and linguistically diverse children<br />Anecdotal assessment form helpful<br />Keep anecdotal records on all children<br />
  14. 14. Encouraging Family Support<br />Inform them about opportunities for math at home<br />Sorting laundry<br />By color<br />By shape<br />By family members<br />Setting the table<br />
  15. 15. Tips for Teachers<br />Encourage exploration by children<br />Focus on process, not “correct” answer<br />Discover together<br />Use<br />Number songs and books<br />Rhymes and rhythm<br />Plan appropriate activities<br />
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