ECM101 Development of Early Childhood Numeracy
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ECM101 Development of Early Childhood Numeracy

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This course is offered to pre-school teachers by Pre-School Unit, Ministry of Education Singapore. This is Day 1 of the 12-hour course. Forty participants enrolled for the class which is the 4th ...

This course is offered to pre-school teachers by Pre-School Unit, Ministry of Education Singapore. This is Day 1 of the 12-hour course. Forty participants enrolled for the class which is the 4th Cohort.

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ECM101 Development of Early Childhood Numeracy ECM101 Development of Early Childhood Numeracy Presentation Transcript

  • OrganizerPre-School Education UnitMinistry of Education, Singapore
  • Slides are available at Lecturerwww.i-teach-k.blogspot.com Yeap Ban Harwww.facebook.com/MCISingapore yeapbanhar@gmail.com
  • introduction from 1992 to 2013
  • “Mathematics is an excellent vehicle for the developmentand improvement of a person’s intellectual competencies” Singapore Ministry of Education 2006
  • visualization
  • looking for patterns
  • number sense
  • what to teach
  • how to teach
  • Use 3 pieces. Make a rectangle.
  • See www.facebook.com/MCISingapore under the Photo AlbumTangrams for more solutions
  • Development ofGeometric Thinkingvan Hiele Model of Geometric ThinkingThere are 5 levels:• Level 0: Visualisation• Level 1: Analysis• Level 2: Informal Deduction• Level 3: Deduction• Level 4: RigourThe levels are sequential – must start at the basic level.
  • Level 0: Visualisation• Recognise the appearance of the shapes (look sort of alike)• Properties are incidental to the shape (implicit)“A square is a square because it looks like asquare.”
  • Implications for InstructionLevel 0: Visualisation• Provide concrete materials that can be manipulated• Include different and varied examples of shapes• Involve lots of sorting, identifying, and describing of various shapes• Provide opportunities to build, make, draw, put together and take apart shapes
  • Level 1: Analysis• More aware of the properties of a shape than to its appearance• Use properties to define categories of shapes (able to list the properties but not the relationships among the properties)
  • Implications for InstructionLevel 1: Informal Deduction• Engage in the same activities as level 0 but the focus of the activities should be on the properties of the shapes, not identification• Classify shapes by properties• Derive generalisation by studying examples• Use appropriate vocabulary
  • Level 2: Informal Deduction• Understand the relation of properties within and among figures“A square is a rectangle, a rectangle isparallelogram which is also a quadrilateral.”
  • Level 3: Formal Deduction• Construct proofs to determine the truth of a mathematic statements Level 4: Rigour• Highly abstract form of geometric thought
  • Summary Understand the importance of visualisation and geometric thinking (van Hiele model of geometric thinking ) Use activities to reinforce visualisation skills • Tangram activity • Grandfather Tang’s story • Create your own picture
  • Ordinal, Cardinal & Nominal Numbers
  • • Cardinal Number• Ordinal Number• Nominal Number• Measurement Number SitiMichael John
  • ordinal number
  • ProblemArrange the ten cards sothat you can do what isshown to you.
  • Method 1 – by drawing
  • Method 2 – by using the cards
  • Scarsdale Teachers’ Institute, New York
  • rational counting
  • addition• strategies Count All• Count On• Count On + Commutative Property• Make Ten• Number Facts (1 + 1 to 9 + 9)
  • These two players with cards on their I see 8 and 5forehead cannot see their own card but so I shouldcan see the other person’s card. The goal say the sum. 13is to say what number is on her ownforehead.Santiago, Chile
  • Manila, The Philippines
  • What if a child is already proficient in counting – which is the mainpurpose of the activity? They may be asked to observe a pattern tosuggest a winning strategy.
  • Ministry of Education Singapore
  • Pa-Pa-Lang by one of my nephews