Creative Mathematics. Objectives discuss the developmental pattern of learning mathematical ideas...
-
Upload
valentine-lee -
Category
Documents
-
view
220 -
download
3
Transcript of Creative Mathematics. Objectives discuss the developmental pattern of learning mathematical ideas...
Creative Mathematics
Objectives
discuss the developmental pattern of learning mathematical ideas
discuss how mathematics learning occurs in learning centers in the ECE classroom
define rote counting and rational counting
Objectives Cont.
discuss classification and sortingdiscuss comparing and orderingdescribe the young child’s understanding
of shape and form
Early Mathematics Experiences
children learn best through hands-on experiences filled with play and exploration
meanings and understandings of mathematical concepts take place in an action-based environment as they use concrete materials
Examples of Math Experiences
counting as you place crackers in each hand of a toddler
discuss shapes (cutting sandwich)sorting stuffed animals (largest to
smallest or vice versa)recognize shapes of signs
Developmental Pattern of Learning Mathematical Ideaschildren are aware of mathematical
concepts before they thoroughly understand themtime, sequence, numbers, weight
pattern of early use of numbers is similar to the general-to-specific pattern of physical growth
Cont.
early stages of mathematical thinking has a general understanding of numbers
National Council of Teachers of Mathematics
proposes mathematical content and processes students should know and be able to use as they progress through school
Mathematics in the Movement Center
children climbing over, under, crawling through climbing equipment
child uses hand-eye coordination, measuring length
cardinal numbers
Mathematics in the Art Center
much math involved in artsequence of steps in collagedifferences and equivalents in number
and sizeone-to-one correspondenceproblem solving
Mathematics in the Water Center
measuring liquid with containerscomparing volume, size and capacity,
fractionsplay reveals a progression of
mathematical thought
Mathematics in the Home Center
dialing a telephone (sequence of numbers)
time sequenceNumbersChildren use play to translate their
understanding of adult activities into their own actions
Mathematics in the Block Center
Real-life examples of geometric shapes and solids
The younger the child, the larger the blocks need to be
Too many blocks too soon may defeat the purpose
Will help to have a waiting list, timer, or a picture stating how many children may be in the block center at a time
Block Experiences related to Math
ClassificationOrderLengthAreaVolumeNumber shape
Clean up in the Block Center
Ask children to put away blocks thatAre curvedHave 3 different lengthsHave the same colorHave a particular shape and/or colorIn groups of twos or threes
Activities in this center afford the child experiences in:
Creating real and imaginary structuresDifferentiating between sizes and shapesClassifying according to size and shapeSelecting according to spaceConceptualizing about space, size, shapeDefining geometric shapesDeveloping perceptive insight, hand-eye
coordination, imagination, and directionality
Definitions and Activities: Numbers
Children learn numbers by roteRote counting -counting in proper orderWords may only be sounds at this timeEach numeral represents the position of
an object in the sequenceRational counting -last number counted
in a sequence of objects represents all the objects
Numbers Cont.
RepetitionTrue counting ability (rational counting) is
not possible until the child understands one-to-one correspondence
As rote counting develops, teachers should also encourage the skills of one-to-one correspondence
Have the child touch one object as she counts
Numbers Cont.
Young children should be asked to count only with number names that are meaningful to them (1, 2, 3…)
Cardinal numbers –number names (1, 2, 3…)
Ordinal numbers –refer to the place of an object in a series of numbers (ex. Second book, third window)
Classification and Sorting
Classification and sorting -putting together things that are alike or belong together
One of the processes necessary for developing the concepts of numbers
Must be able to observe an object for likenesses and differences
Understand concepts like “put together,” “alike,” and “belong together” before they can sort and classify (use sorting trays)
Comparing
Comparing –mathematical skill involving the perception of differences in items (My shoes are bigger than yours.)
May also make comparisons based on volume (different size and shape containers in water play)
Evident in stories and poems
Ordering (Seriation)
Ordering (seriation) – mathematical skill involving the ability to perceive opposite ends of a series (big to little)
Vital part of a complete number concept formation
Ordering activities include length (sticks), height (bottles or bodies), total size (bowls and shoes), weight (stones), color (from light to dark), and others
Shape and Form
Children need many experiences with shapes and making comparisons between shapes before they focus on naming shapes
Include more shapes than the common geometric shapes of a circle, triangle, rectangle, and square
But, familiar shapes need to be taught before uncommon ones
Build on previous knowledge
Math Activity:Title: Button Fun
Materials: buttons, paper, marker
Procedure: Supply an assortment of buttons. Have children separate them according to color, size, or shape. Count them as a group, record the results, then make a graph of the results and display in the classroom.
Guidance Suggestions: have groups of two
Variations: sort according to number of button holes
Suggestions for future use: use different materials, like beads, game pieces, K-Nex pieces, etc