This document discusses principles of counting in early mathematics education, including stable order, order irrelevance, conservation, abstraction, one-to-one correspondence, cardinality, movement is magnitude, and unitizing. It provides definitions and examples for each principle. The document also lists resources for finding ideas for intentional play-based learning in mathematics, including the Kindergarten Program document and a video on the topic.
The ability to count, identify numbers, and discriminate quantities builds a foundation of basic mathematics. This webinar will share the content and pedagogies that work to build a foundation of numeracy skills.
The ability to count, identify numbers, and discriminate quantities builds a foundation of basic mathematics. This webinar will share the content and pedagogies that work to build a foundation of numeracy skills.
This slide gives an introduction to the concepts factors and multiples, which go hand in hand in explaining numbers. These are two of 8 types of numbers covered in the course Numbers and Number Sense by step-above10.teachable.com. For more details or to view this course, visit step-above10.teachable.com
Strategies in Teaching Mathematics -Principles of Teaching 2 (KMB)Kris Thel
Solving problems is a practical art, like swimming, or skiing, or playing the piano: you can learn it only by imitation and practice. . . . if you wish to learn swimming you have to go in the water, and if you wish to become a problem solver you have to solve problems.
- Mathematical Discovery George Polya
A riddle is a statement or question having a double or veiled meaning, put forth as a puzzle to be solved. Riddles is a speech play. It is one of the minor genres of folk literature.
Connect with Maths Early Years Learning in Mathematics is an online community to support the teaching and learning of mathetmatics Birth to 8 years old. This presentation by Louise Hodgson, a mathematics specialist addresses counting principles in early years learning.
This slide gives an introduction to the concepts factors and multiples, which go hand in hand in explaining numbers. These are two of 8 types of numbers covered in the course Numbers and Number Sense by step-above10.teachable.com. For more details or to view this course, visit step-above10.teachable.com
Strategies in Teaching Mathematics -Principles of Teaching 2 (KMB)Kris Thel
Solving problems is a practical art, like swimming, or skiing, or playing the piano: you can learn it only by imitation and practice. . . . if you wish to learn swimming you have to go in the water, and if you wish to become a problem solver you have to solve problems.
- Mathematical Discovery George Polya
A riddle is a statement or question having a double or veiled meaning, put forth as a puzzle to be solved. Riddles is a speech play. It is one of the minor genres of folk literature.
Connect with Maths Early Years Learning in Mathematics is an online community to support the teaching and learning of mathetmatics Birth to 8 years old. This presentation by Louise Hodgson, a mathematics specialist addresses counting principles in early years learning.
GECDSB Mathematics Learning Teams (MLT) Session #1Kyle Pearce
This is the slide deck from the Greater Essex County District School Board (GECDSB) Mathematics Learning Teams (MLT) Session #1 held during the week of October 17th to 21st, 2016.
Connect with Maths Early Years Learning in Mathematics Webinar series - Mathematical Thinking in the Early Years ( Part 2) Supporting children as mindful mathematicians presented by Louise Hodgson.
This presentation is focused on key mathematical processes - problem solving, reasoning and proof, communication and connections and habits of mind such as curiosity, imagination and persistence which together are as important as mathematical content in a high quality early childhood mathematics program. Practical strategies will be discussed to support young children to develop reasoning which is central to learning about mathematics.
PowerPoint Slides for the Primary (grades 1 - 3) break-out sessions for the Kootenay-Boundary Regional Consortium Summer Institute in Numeracy, held in Cranbrook on August 27th, 2009.
Promote Overall Child Brain Development with Math Activities for Preschoolers...imathscanada
Childhood is a period in a child’s life when they can be molded into anything. Every child’s future depends on this crucial early childhood education period. Molding children into better individuals during their early years is important for their overall development and future well-being. The early years of a child’s life are crucial as they form the foundation for their physical, cognitive, emotional, and social development.
Read More information:-
https://i-maths.ca/promote-overall-child-brain-development-with-math-activities-for-preschoolers/
Dynamic vs. Static Assessment: A Growth Mindset PerspectiveDreamBox Learning
Assessment should inform teaching. It should be continuous, pick up data on mathematical growth and development, and provide information about the “zone of proximal development” (Vygotsky 1978). To do so, it needs “to foresee where and how one can anticipate that which is just coming into view in the distance” (Streefland 1985, 285). It needs to capture genuine mathematizing—children’s strategies, their ways of modeling realistic problems, and their understanding of key mathematical ideas. Bottom line, it needs to capture where the child is on the landscape of learning—where she has been, what her struggles are, and where she is going: it must be dynamic. This session will examine ways to assess development dynamically to inform teaching and to document the learning journey.
Dynamic vs. Static Assessment: A Growth Mindset Perspective
Counting Principles in Play
1. Counting Principles in Play
By: Usha Shanmugathasan, OCT
Lead Math Teacher
Fraser Mustard Early Learning Academy
“…materials cannot transmit knowledge: the learner must
construct the relationships” Gravemeijer, 1991
5. Things to Remember about Counting
• Children need to count in
meaningful everyday
situations
• Children need to count
from different points in a
count
• Children need to count
backwards
• The count should be
associated with a symbol
and/or quantity where
possible
6. Principles of Counting
• Stable Order
• Order Irrelevance
• Conservation
• Abstraction
• One-to-one correspondence
• Cardinality
• Movement is magnitude
• Unitizing
7. Stable Order
• Understanding that the counting sequence
stays consistent.
1, 2, 3, 4, 5, 6…
not
1, 2, 3, 5, 6, 4…
9. Conservation
• Understanding that the count for a set group
of objects stays the same no matter whether
they are spread out or close together
10. Abstraction
• Understanding that the quantity of five large things is the same count as a quantity of five small things. Or the quantity is the
same as a mixed group of five small, medium, and large things.
11. One-to-One Correspondence
• Understanding that each object being counted
must be given one count and only one count.
It is useful in the early stages for children to
actually tag each item being counted and to
move an item out of the way as it is counted.
12. Cardinality
• Understanding that the last count of a group
of objects represents how many are in the
group. A child who recounts when asked how
many candies are in the set that they just
counted has not understood the cardinality
principle.
13. Movement is Magnitude
• Understanding that as you move up the counting sequence,
the quantity increases by one and as you move down or
backwards, the quantity decreases by one (or by whatever
number you are counting by as in skip counting by 10’s, the
amount goes up by ten each time)
14. Unitizing
• Understanding that in our base ten system, objects
are grouped into tens once the count exceeds 9 (and
into tens of tens when it exceeds 99) and that this is
indicated by a 1 in the tens place of a number.
