1. Chapter 10 Math Research has demonstrated that virtually all young children have the capability to learn and become competent in mathematics. ©2015 Cengage Learning. All Rights Reserved.

2. Math  Math is everywhere  Daily living provides a math-rich environment  Math must be hands-on and DAP  Teach math in a context that has a purpose to the child  Focus on conceptual math, not pencil-and- paper  Not limited to a specific period or time of day  Relationships and repetition are key to math learning ©2015 Cengage Learning. All Rights Reserved.

3. Concept Development  Concepts are the building blocks of knowledge  Concepts are acquired through children’s active involvement with their environment  Fostered by solving problems  Definition of the term early mathematics ©2015 Cengage Learning. All Rights Reserved.

4. Names Associated with Mathematical Concepts  Piaget  Two types of knowledge  Physical  Logico-mathematical  Vygotsky  Skills learned from those who have more skills  Zone of proximal development  Gardner  Logical-mathematical intelligence ©2015 Cengage Learning. All Rights Reserved.

5. Math Language Development  Math language development occurs as children develop number sense and logical ways of thinking about time, space, and other mathematical ideas during the first 8 years of life  Children encounter significant mathematical experiences in their play  Language based on recommendations from NCTM’s Principles and Standards for School Mathematics ©2015 Cengage Learning. All Rights Reserved.

6. Math Concepts  Numbers and Operations 1. Number sense 2. One-to-one correspondence  Each object has the value of one  Awareness of this relationship 3. Count anything and everything  Rote counting  Rational counting 4. Classifying and sorting  Grouping objects by a common characteristic or attribute—size, shape, or color ©2015 Cengage Learning. All Rights Reserved.

7. Math Concepts (continued)  Patterns, functions, and algebra  Sequence of numbers, colors, objects, sounds, shapes, or movements that repeat in the same order over and over  Seriation  Comparative vocabulary develops ©2015 Cengage Learning. All Rights Reserved.

8. Math Concepts (continued)  Early geometry and spatial sense  Children’s awareness of themselves in relation to the people and objects around them  Concepts relating to space, position, time, sound, rhythm, body parts, and body control  Measurement  Data analysis and probability  Graphs  Problem solving  The process of mathematics ©2015 Cengage Learning. All Rights Reserved.

9. Math Concepts (continued)  Curriculum focal points  Way to bring focus to the teaching, learning, and assessing of mathematics  http://www.nctm.org http://www.nctm.org ©2015 Cengage Learning. All Rights Reserved.

10. Integrating Experiences with Other Areas  Outdoors  Spatial and shape concepts  Classification  Patterns  Counting  Number sense  Measurement  Science  Sorting collections  Graphing and charting ©2015 Cengage Learning. All Rights Reserved.

11. Integrating Experiences with Other Areas (continued)  Cooking  Measuring  Counting  Art  Outlining  Language, literacy, and literature  Speaking  Reading ©2015 Cengage Learning. All Rights Reserved.

12. Materials for Developing Math Concepts  Children will naturally explore their environments  Role of teacher to provide words, materials, and resources to scaffold learning  Materials could include  Balances  Bingo cards  Blocks  Board games  Calculators  Objects to count, sort, classify, make patterns ©2015 Cengage Learning. All Rights Reserved.

13. Technology and Mathematics  Calculators should be available for use by young children  Teachers should review software carefully  Open-ended software preferred  Drill-and-practice software kills creativity  Cooperative use of computers  Virtual manipulatives  Link computer math to ongoing concrete experiences ©2015 Cengage Learning. All Rights Reserved.

14. Successful Mathematical Teaching Strategies  Utilizing a detailed approach that guides children through a defined instructional sequence  Often referred to as systematic and explicit instruction  Incorporation of self-instruction  Includes children using prompting or solution-oriented questions and rebus charts ©2015 Cengage Learning. All Rights Reserved.

15. Successful Mathematical Teaching Strategies  Peer tutoring allows children of differing abilities to be paired to learn and practice particular skills  Use manipulatives, pictures, number lines, and graphs (visual representation) to teach mathematical concepts ©2015 Cengage Learning. All Rights Reserved.

16. Adaptations and Accommodations  Block distractions with partitions or have children face the wall instead of the busy classroom  Make removable partitions by cutting a three- panel science display board in half to sit on a table  Place the activity on a tray with a smaller container to hold the pieces to provide more structure and focus the child’s attention  Glue knob handles on top of puzzle pieces to make them easier to grip ©2015 Cengage Learning. All Rights Reserved.

17. Encouraging Family Support  Provide them with activities  Inform them about opportunities for math at home  Sorting laundry  By color  By shape  By family members  Setting the table ©2015 Cengage Learning. All Rights Reserved.

18. Tips for Teachers  Encourage exploration by children  Focus on process, not “correct” answer  It’s okay to make mistakes  Break down steps  Allow time for math discovery  Plan appropriate activities  Allow materials to be used in all areas  Use  Number songs and books  Rhymes and rhythm ©2015 Cengage Learning. All Rights Reserved.