Early childhood mathematics and development


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Early childhood mathematics and development

  1. 1. The Math in our Mind <ul><li>Humans are probably born with some very basic mathematical abilities. </li></ul><ul><li>From an early age, all human beings use some mathematics, even in cultures that have no written language. </li></ul><ul><li>Other animals also use mathematics, cows have been known to keep track of upto 30 persons. </li></ul><ul><li>Bees can measure angles and lengths. </li></ul><ul><li>For animals mathematics means survival. </li></ul><ul><li>The purpose of mathematics education is to build on inborn abilities and gradually take them to higher levels. </li></ul>
  2. 2. Early Childhood Mathematics and Development <ul><li>Teaching early mathematical concepts to young children are an essential for acquiring a foundation for many educational concepts. </li></ul>
  3. 3. <ul><li>There are many different ways to introduce basic mathematical concepts to preschoolers. </li></ul><ul><li>Introduce the correct math vocabulary to young children using materials that are familiar to children. </li></ul>
  4. 4. How To Use Math In The Preschool Classroom <ul><li>Add math to lesson plans throughout the week or month by integrating maths into other classroom areas and school curriculum. </li></ul>
  5. 5. Math integrates with other Curricular Areas <ul><li>Art & Math :- </li></ul><ul><li>Create a simple geometric shape collage. Introduce </li></ul><ul><li>the shapes and ask the children to cut and glue them in a separate piece of paper. As the children build more skills, encourage them to arrange the shapes to form specific objects </li></ul>
  6. 6. Science & Math :- <ul><li>Build beginning skills in measurement and conservation These tasks may be tricky for the very young child, but remember to challenge the class to grow and develop. </li></ul>
  7. 10. Music & Math :- <ul><li>Music is a wonderful way to integrate math into the classroom. Count the beats in a song or use a toy drum for a mathematical musical exercise. </li></ul>
  8. 11. Nature & Math :- <ul><li>Create a growing graph during the summer season. Look at flowers or plants and chart the size differences as the growing season progresses. </li></ul>
  9. 12. Math and Number Awareness <ul><li>Math and Number Awareness involves a variety of skills, including: </li></ul><ul><li>Numeral identification (recognizing all 10 numerals from 0 through 9 and knowing each numeral’s name). </li></ul><ul><li>Sorting and classifying. </li></ul><ul><li>Patterning recognition </li></ul><ul><li>and creation. </li></ul><ul><li>Counting. </li></ul><ul><li>One-to-one correspondence. </li></ul><ul><li>Counting on. </li></ul>
  10. 13. Numerical Identification <ul><li>The first step in Math and Number Awareness is learning what the 10 numerals (0 through 9) look like. This requires strong Visual Discrimination skills since many numerals (such as 6 and 9, or 1 and 7) look very similar. Once a child is able to recognize the 10 numerals and know each numeral’s name, he can develop an understanding of the amount each numeral represents. </li></ul>
  11. 14. Counting <ul><li>When first learning to count, a child counts by rote memorization. This means he will likely be able to say the names of the numbers from 1 through 10 simply because he has memorized the order of the words, “one, two three ... ten.” </li></ul><ul><li>However, he likely does not yet understand that 5 is 2 more than 3, for example. </li></ul>
  12. 15. One-To-One Correspondence <ul><li>When counting, the concept of “one-to-one correspondence” is the understanding that each object being counted represents “one more.” Before a child understands one-to-one correspondence, he will count by rote memorization. </li></ul><ul><li>When asked to count a small group of objects, he will likely count quickly through the numbers he has memorized and randomly touch the objects being counted instead of touching and counting each object just once. </li></ul>
  13. 16. Counting On <ul><li>“ Counting on ” allows a child to continue counting objects added to a previously counted group without recounting the entire group. </li></ul><ul><li>For example, give your child two apples and ask him to count them. Then, give your child three more apples. Counting on would involve your child applying one-to-one correspon -dence to the additional three apples by counting “three, four, five” instead of restarting at one and recounting all five apples. </li></ul>
  14. 17. Patterning recognition and creation <ul><li>A pattern is defined as any sequence that repeats at least twice. </li></ul><ul><li>The first pattern that is introduced in the preschool classroom is called an AB pattern. This means that two different objects line up in an alternating pattern, such as: orange (A), banana (B), orange (A), banana (B), and so on. </li></ul><ul><li>As comfort with patterns grows, the patterns will become more complex, moving to an ABC pattern or an AAB pattern. </li></ul>
  15. 18. Patterning recognition and creation <ul><li>The ability to recognize, identify and create patterns not only supports learning in math but it also contributes to broader social development. Through an understanding of patterns, children are able to make predictions about what comes next. </li></ul>
  16. 19. Classifying and Sorting <ul><li>Children are also introduced to sorting and classifying in preschool or kindergarten math lessons. These activities provide children with opportunities to develop logical reasoning skills as well as demonstrate divergent (independent) thinking. </li></ul><ul><li>For example, two different children will likely sort a pile of buttons of varying shapes, sizes, colors, and materials in two different ways. One child may put all the round buttons in one group and all the odd shaped buttons in a different group. A second child might put all the metal buttons in one group and all the plastic button in a different group. The particular organizational system is not important. What is important is that each child accurately sorts according to his organization system and is able to explain his thought process. </li></ul>
  17. 20. Tips for Accelerating Math And Number Skill Development <ul><li>By introducing your child to numerals, the amount each numeral represents, and one-to-one correspondence, you will help your child learn to count with accuracy and ease. </li></ul><ul><li>Starting when your child is very young, count out loud by ones at every opportunity. For example, say “You have five cookies: one, two, three, four, five” as you place the cookies, one at a time, on his plate. Have your child join you when he is able by counting aloud and/or pointing to the items as you count together. </li></ul>
  18. 21. THANK YOU