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 Cohort.

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ECM101 Development of Early Childhood Numeracy

  1. 1. OrganizerPre-School Education UnitMinistry of Education, Singapore
  2. 2. Slides are available at Yeap Ban
  3. 3. introduction from 1992 to 2013
  4. 4. “Mathematics is an excellent vehicle for the developmentand improvement of a person’s intellectual competencies” Singapore Ministry of Education 2006
  5. 5. visualization
  6. 6. looking for patterns
  7. 7. number sense
  8. 8. what to teach
  9. 9. how to teach
  10. 10. Use 3 pieces. Make a rectangle.
  11. 11. See under the Photo AlbumTangrams for more solutions
  12. 12. 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.
  13. 13. 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.”
  14. 14. 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
  15. 15. 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)
  16. 16. 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
  17. 17. 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.”
  18. 18. Level 3: Formal Deduction• Construct proofs to determine the truth of a mathematic statements Level 4: Rigour• Highly abstract form of geometric thought
  19. 19. 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
  20. 20. Ordinal, Cardinal & Nominal Numbers
  21. 21. • Cardinal Number• Ordinal Number• Nominal Number• Measurement Number SitiMichael John
  22. 22. ordinal number
  23. 23. ProblemArrange the ten cards sothat you can do what isshown to you.
  24. 24. Method 1 – by drawing
  25. 25. Method 2 – by using the cards
  26. 26. Scarsdale Teachers’ Institute, New York
  27. 27. rational counting
  28. 28. addition• strategies Count All• Count On• Count On + Commutative Property• Make Ten• Number Facts (1 + 1 to 9 + 9)
  29. 29. 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
  30. 30. Manila, The Philippines
  31. 31. 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.
  32. 32. Ministry of Education Singapore
  33. 33. Pa-Pa-Lang by one of my nephews