Edteg102 math


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2nd sem, AY 2009-2010

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  • What can we add to the housekeeping area? Measuring spoons, silverware settings. Food cans of different sizes What is neesded in play store? Bank store?
  • Students made repetitive patterns with colored pegs Used children’s play experiences with patterns to lead into a series of planned activities Copying patterns, weaving, patterned rhythmic clapping activities
  • Edteg102 math

    1. 1. Mathematics at the Play-Centered Curriculum
    2. 2. Mathematics Education <ul><li>Daily Life Situations are key component of an appropriate math program. </li></ul><ul><li>Play is the other cornerstone of mathematics education. </li></ul>
    3. 3. Basic Mathematical Concepts <ul><li>Spatial Relationships </li></ul><ul><ul><li>Children’s interaction with their surroundings. </li></ul></ul><ul><li>a. Proximity </li></ul><ul><ul><ul><li>Refers to the closeness or separation between objects. </li></ul></ul></ul><ul><li>b. Vertical and Horizontal </li></ul><ul><ul><li>When something is vertical, it is perpendicular (upright) to the ground or another reference point. When something is horizontal, it is parallel to the ground or another reference point. </li></ul></ul>
    4. 4. Basic Mathematical Concepts <ul><li>c. Shapes </li></ul><ul><li>- refers to the form of an object. </li></ul><ul><li>d. Irregular or non-Euclidean shapes. </li></ul>
    5. 5. Basic Mathematical Concepts <ul><li>2. Relationships Involving Quantity </li></ul><ul><li>“ Five little monkeys jumping on the bed...” </li></ul><ul><li>Continuous Quantities </li></ul><ul><li>Refers to those objects whose amounts we don’t count, like “a lot of milk” and “a little rice.” </li></ul><ul><li>b. Discrete Quantities/ non-continuous quantities. </li></ul><ul><li>Objects whose amounts we count, like “seven cookies” or “three grains of rice.” </li></ul>
    6. 6. Basic Mathematical Concepts <ul><li>c. Estimation </li></ul><ul><li>Children form a judgement of the approximate quantity. </li></ul><ul><li>To make preliminary judgements and to assess how reasonable an answer might be. </li></ul><ul><li>d. Quantifiers </li></ul><ul><li>- “some”, “all”, and “none.” </li></ul>
    7. 7. Basic Mathematical Concepts <ul><li>e. Equalities and Inequalities </li></ul><ul><li>Children develop the ability to make judgements as to whether two objects or groups are equal or unequal. </li></ul><ul><li>f. Seriation </li></ul><ul><li>Children learn to order the objects according to “how much” of that property the objects have. </li></ul>
    8. 8. Basic Mathematical Concepts <ul><li>g. One-to-one Correspondence </li></ul><ul><li>h. Number Name </li></ul><ul><li>These are names we use (in our language) to represent the number concepts. </li></ul><ul><li>Rote Counting </li></ul><ul><li>- The order of numbers has no specific significance. </li></ul>
    9. 9. Basic Mathematical Concepts <ul><li>j. Numerals </li></ul><ul><li>The notation or symbols we use to represent the number concept . </li></ul><ul><li>k. Ordinals Numbers </li></ul><ul><li>Indicate the place order of the object such as “the third child in line.” </li></ul><ul><li>l. Cardinal Numbers </li></ul><ul><li>- Indicate the quantity of the set, they answer the question “how much?” </li></ul>
    10. 10. Basic Mathematical Concepts <ul><li>m. Number Concepts </li></ul><ul><li>Child understands the relationship among numbers </li></ul><ul><li>Also understands that a set of objects may be rearranged without changing the number of objects in the set. </li></ul>
    11. 11. Mathematics and Problem Solving <ul><li>John’s student Tuan tries to glue a big piece of wood on top of several smaller ones. After the pile falls over several times, Tuan tries putting a larger piece on the bottom, and finds that it works. </li></ul>
    12. 12. Orchestrating Play in Mathematics
    13. 13. Indirect Strategies <ul><li>How is the physical space arranged? </li></ul><ul><li>Is there room for children to work on block constructions without constant interruptions from others in a crowded space? </li></ul><ul><li>Are there sufficient materials that are basic for support of play that can involve dealing with shapes and number concepts? </li></ul>
    14. 14. Indirect Strategies <ul><li>Are there blocks of all kinds? </li></ul><ul><li>Is there an adequate quantity of differently shaped unit blocks for creation of diverse structures? </li></ul>
    15. 15. Indirect Strategies <ul><li>Are there several kinds of table blocks such as pattern blocks, attribute blocks, and Lego blocks? </li></ul>
    16. 16. <ul><li>What other materials are available that lead themselves to play and explorations of shapes and number? </li></ul><ul><li>Time considerations </li></ul>
    17. 17. Accessorizing: Transforming the Environment to Extend and Enrich Play <ul><li>All parts of the environment can be further enriched to stimulate mathematical thinking. </li></ul>
    18. 18. <ul><li>Are there measuring spoons, food cans of different sizes, silverware settings for six or eight? </li></ul><ul><li>Dramatic Play accessories </li></ul>
    19. 19. Developing Curricular Activities Related to Children’s Play <ul><li>Ideas for numerous activities and extended curriculum units related to mathematics arise through careful observation and reflection on children’s play. </li></ul>
    20. 21. <ul><li>Play Store </li></ul><ul><li>Post office </li></ul><ul><li>Bank Office </li></ul>
    21. 22. Conclusion <ul><li>When early childhood environments provide opportunities for play with blocks, materials such as clay, sand, and water, children can develop and consolidate mathematical concepts as they play </li></ul><ul><li>Children think “mathematically” as they use their developing logical abilities to solve the real problems that confront them in play. </li></ul>
    22. 23. <ul><li>In mathematics education programs based on play, we find children who bring joy, energy, and imagination to their own relationships with mathematics. </li></ul>
    23. 24. <ul><li>Sampung mga daliri </li></ul><ul><li>Kamay at Paa </li></ul><ul><li>Dalawang Tenga </li></ul><ul><li>Dalawang mata </li></ul><ul><li>Ilong na maganda </li></ul><ul><li>Malilinis na ngipin </li></ul><ul><li>Masarap kumain </li></ul><ul><li>Dilang maliit nagsasabing </li></ul><ul><li>‘ Wag kang magsinungaling </li></ul>
    24. 25. <ul><li>Koreano </li></ul><ul><li>Tawag sa mga taong nakatira sa Korea </li></ul><ul><li>Kadalasang singkit at mapuputi </li></ul>
    25. 26. <ul><li>Umiling </li></ul><ul><li>pakaliwa at pakanang paggalaw ng ulo na nagpapahiwatig ng di pagsang-ayon </li></ul><ul><li>Sambit </li></ul><ul><li>Kasingkahulugan ng salitang “sabi” </li></ul>
    26. 27. <ul><li>Pompiyang </li></ul><ul><li>ginagawa sa hudyat ng laro upang malaman kung sino ang “taya” </li></ul><ul><li>Taya </li></ul><ul><li>Siya ang maghahanap sa kanyang mga kalaro </li></ul>
    27. 28. <ul><li>Takang-taka </li></ul><ul><li>nag-iisip ng malalim </li></ul>