What ‘counts’ in early numeracy--and why we need to care Brenda Smith-Chant, PhD Deeply Rooted in Literacy: 2010

Background Brenda Smith-Chant Professor, Trent University PhD, MA (Carleton University) Postdoctoral Fellow (Sick Kids) Professor, Trent University Department of Psychology Research area: Development and Cognition Early math and literacy development Editor: Acquisition of Early Numeracy Encyclopedia of Language & Literacy

What got me interested in numeracy 7 x 8 = ?

Count Me In. and Count Me In, Too Count Me In! and Count Me In, Too! Long-term predictors of children’s math Long-term study Following over 400 children, across Canada Grades JK to 5 Over 5 years Looking at early behaviours that support later math performance Also, looked at literacy behaviours

Your turn…. Why did you decide to attend this presentation What are YOUR questions about early numeracy? Math vs. math-phobic people

Numeracy: what is it? Numeracy: Similar to the concept of literacy Skills involving numerical concepts, Number sense and counting Measurement Patterning and algebra Geometry and spatial sense Probability and estimation Sometimes called “math literacy” Problem: Don’t like this word, implies that it is just part of literacy Not quite true…

Agenda for this presentation The development of early numeracy Evidence of the importance of early numeracy Activities that promote numeracy

Development of Numeracy Numeracy we are born with…

What are these early numeracy skills? Quantity awareness: Subitizing Ability to determine the quantity of a small group of items without apparent counting Let me show you….

How many are there? 

How many are there?         

How many are there? 

To babies, numeracy is… More important than: Colour Shape Size

Other highlights First number words Comparing quantities 24 months Comparing quantities 4 years Recognizing and analyzing patterns (roots of algebra) Pre-kindergarten

Counting: A complex skill Number words Stable order One-to-one correspondence Cardinality Order irrelevance Abstractness

Counting NOT just knowing the words Counting to determine QUANTITY Practice, practice, practice Learning abstraction

Counting is a challenge http://www.youtube.com/watch?v=mweaVIB3KvQ&feature=related http://www.youtube.com/watch?v=rPL6zzoiAYQ&feature=related

Problems counting Knowing the words only Complexities of English! French is worse… Need for practice…

Internal Number Line May be innate Making connections Counting is key Left to right orientation

Geometry and Measurement Shape Size Properties and attributes of objects Use of measurement Practical application

Arithmetic Counting IS arithmetic Very early skill (Next number plus 1) Very early skill Intuitive (less than 3) Application to real world

Numeracy: Who cares? Numeracy is essential for: Formal math Science Technology Music Art Carpentry/Trades $$$

Numeracy skills associated with: Socio-economic status Autonomy (independence) Academic outcomes More predictive of future academics than literacy! Duncan et al. (2007)

Numeracy: Who cares? Current cohort of university students Declining scores, avoidance Math avoidance leads to: Apathy and fear Avoidance of math Games Gambling* Problems assessing risk

Interesting…. Only in North America/Western culture is math viewed as “something you are born good at” Huntsinger and colleagues Geary and colleagues Parents in Asia, Middle East (or of Asian heritage) believe that math is a skill that must be learned Math performance is accordingly higher

What we have learned: Numeracy skills in PRESCHOOL and are powerful predictors of school-aged math performance Early numeracy skills are foundational Supported by research from across many countries, many different studies Provides child with basis for formal math education

We found 3 essential skills Counting and Subitizing (more on that later) Spatial attention Language

“Paths” to numeracy (Mathville)

How do you foster SUBITIZING in the home? Requiring children to determine ‘how many are there’ Playing with ‘number cubes’ (sometimes called dice) Lots of practice and exposure!

What are these early numeracy skills? Quantity Awareness: Counting NOT just reciting number words! Can hide that they can’t count to determine quantity Understand the CONCEPTS of counting Special counting words These words go in set order Each item set gets a specific word The last word represents ‘the number’

What are these early numeracy skills? Must be able to count sets more than 3 items Lots of practice needed Lots of different items Develop the awareness that anything can be counted Fast, efficient, accurate (counting fluency)

Counting skills Highly predictive of early addition skills Addition predicts subtraction, multiplication, arithmetic Arithmetic core skill in ALL math domains (even geometry) In much of the existing research arithmetic skills highly predictive of later math performance right to university!

What are these early numeracy skills? Language Not just any language… Language of numeracy Counting words Patterns of counting words, rules of the number system What number comes after 99? More/less, larger/smaller

What are these early numeracy skills? Spatial attention/working memory Ability to pay attention Remember information and its location (spatial memory) Manage complex mental tasks (directions) Games like “Concentration”, memory games, following a recipe use these skills

So, what do we do? Issue at hand: Most parents and ELCC workers UNDERESTIMATE children’s abilities to do math Parents: “Too little” “I don’t know enough” “That is something they teach in school”

CMI: Home environment in preschool/early school 146 children in Kindergarten, G1, G2 Math/numeracy performance correlated with the frequency with which parents reported Teaching there children applied ‘formal’ math skills (counting, addition in real-world context) Engaging in informal quantitative activities: board and card games, shopping, or cooking. Effect sizes were consistent with research relating home literacy experiences to children’s vocabulary.

Other researchers… Parent attitude is also key: Blevins-Knabe; Huntsinger; CMI Better math performance associated with attitude: Math is a SKILL that can and should be taught even in preschool/early school Parents believe they have a role in teaching their children math

Sum Up: Early numeracy Understand the importance of fostering early numeracy skills Develop the awareness that even in preschool, children can learn a great deal about numeracy

Sum Up: Early numeracy Ensure all “3 paths to Mathville” are provided to children Quantitative awareness Language Spatial Attention/Working memory

Quantity Awareness Skills like subitizing and counting Play games where quantities are used (Snakes and Ladders, Trouble, Cribbage) Have children count to determine quantity as part of real-world activities Teach children about money Use arithmetic in real-world settings Practice with speed—count from car windows and things that move

Language Learning numeracy terms and rules of the number system Teach the number words Play the “Next number” game often Show children the number line

Other things Understand that in the early years—fingers are good for math Activities such as Art, Music, Sports, Crafts may assist in learning math Application of numeracy to real-world Working memory practice

Likely the most important Attitude of the adult is key Use math yourself and include the child Get more comfortable! Children experiencing math problems need MORE experience—not avoidance… Calculators AFTER the ability is there…not instead of

Good thing about numeracy! Technology is not necessary Numeracy opportunities surround us Expensive programs and materials are not necessarily BETTER Early numeracy isn’t rocket science (it’s just the foundation for it…) Math is a SKILL and not an INNATE ABILITY

Coming to help! The Canadian Language and Literacy Network (CLLRNET) Developing a “Math Kit” for parents, ELCC professionals, teachers From preschool to grade 6 Will contain research summary, developmental pathways, recommended tasks and activities to promote numeracy Available in Spring 2009!

Activity Card 11/11/2018 Who's Counting? 46

Activity Card 11/11/2018 Who's Counting? 47

For more information… bresmith@trentu.ca www.carleton.ca/cmi Research Parent newsletters, Links to other sites www.cllrnet.ca Encyclopedia of Child Development