Getting Early Childhood Math into Your Classroom
What are effective ways to teach students math concepts in an early childhood setting?
Teachers can promote students to learn math by teaching them: in individual or small groups, by scaffolding, or by sequenced, specific or integrated instruction [1]. A teacher should use their judgment to know which instruction method would be most effective for what they are teaching.
What should be seen in a classroom promoting early math education?
-Number Sense
-Arithmetic Reasoning
-Space/Geometry
-Pattern Knowledge
-Measurement
-Data Representation [1]
-Arithmetic Reasoning
-Space/Geometry
-Pattern Knowledge
-Measurement
-Data Representation [1]
What is a mathematical activity I can do in my Pre-K classroom?
Falcade and Strozzi say that, “Spatial reasoning, estimation, drawings and representational skills are crucial elements in teaching and learning of math among preschool children” The Village Game, designed by Reggio Emilia schools, encompasses all of these skills and is designed for preschoolers [3].
The game involves:
1. one child building a simple city out of 8 or so familiar objects
2. the child who built the city describes it to another child who tries to recreate the city
3. after the second student completes the recreated city, the class compares the two villages
4. the class draws the original village from different points of view
This game involves a lot of involvement from the teacher who should be asking questions and scaffolding the student’s learning throughout the game [3]
The game involves:
1. one child building a simple city out of 8 or so familiar objects
2. the child who built the city describes it to another child who tries to recreate the city
3. after the second student completes the recreated city, the class compares the two villages
4. the class draws the original village from different points of view
This game involves a lot of involvement from the teacher who should be asking questions and scaffolding the student’s learning throughout the game [3]
Should I use curriculum in my classroom?
Pre-K Math curriculum is a great resource to bring into your classroom; it contains lessons that build on each other to expand your students mathematical knowledge and guides you to become comfortable with teaching math in your everyday classroom.
Here are two curriculums that are recommended:
Pre-K Mathematics Diamond Edition – Scott Foresman & Addison Wesley
Building Blocks
Some of the advantages of using mathematical curriculum in an early childhood setting [1]:
-The lessons are effective when administered correctly
-The teacher’s knowledge of early childhood math increases, along with their student’s math knowledge
-Parents are able to be active participants in their child’s learning and get math activities to do outside of home
Some of the disadvantages of using mathematical curriculum in an early childhood setting [1]:
-Direct instruction is the primary way of teaching the children math
-It requires many resources including: preparation, coaching, and implementation
-It does not fit into the current structure of most early childhood classrooms
Here are two curriculums that are recommended:
Pre-K Mathematics Diamond Edition – Scott Foresman & Addison Wesley
Building Blocks
Some of the advantages of using mathematical curriculum in an early childhood setting [1]:
-The lessons are effective when administered correctly
-The teacher’s knowledge of early childhood math increases, along with their student’s math knowledge
-Parents are able to be active participants in their child’s learning and get math activities to do outside of home
Some of the disadvantages of using mathematical curriculum in an early childhood setting [1]:
-Direct instruction is the primary way of teaching the children math
-It requires many resources including: preparation, coaching, and implementation
-It does not fit into the current structure of most early childhood classrooms
Professional Development
Professional development of early childhood educators is vital, so that educators share a common vision and understanding about children’s learning. Early childhood teachers can benefit from a professional learning community that is focused on developmentally appropriate math content to make teachers familiar with how to teach tough math concepts to preschoolers; having a strong foundation and support group for a teacher is a great way to benefit the student’s learning [2].
Teachers should go to conferences that focus on early childhood math with fellow pre-K teachers in their community. This way teachers can be introduced to new ideas, and have a support system for implementing the new practices they learn about. Teachers should share what they find effective for math education with the other early childhood educators in the community so they can build off of each other while building a professional learning community [2].
Teachers should go to conferences that focus on early childhood math with fellow pre-K teachers in their community. This way teachers can be introduced to new ideas, and have a support system for implementing the new practices they learn about. Teachers should share what they find effective for math education with the other early childhood educators in the community so they can build off of each other while building a professional learning community [2].
Resources
[1] DeFlorio, L. (Presenter). (2012). Early childhood math. Lecture presented at University of Nevada, Reno, NV.
[2] Enfield, M. & Rogers, D. (2009). Improving science teaching for young children. In O. A. Barbarin & B. H. Wasik (Eds.), Handbook of child development and early education (pp. 558-576). New York: Guilford.
[3] Falacade, R. & Strozzi, P. (2009). Construction and representation of space in 5-year-old children. In O. A. Barbarin & B. H. Wasik (Eds.), Handbook of child development and early education (pp. 499-520). New York: Guilford.
[2] Enfield, M. & Rogers, D. (2009). Improving science teaching for young children. In O. A. Barbarin & B. H. Wasik (Eds.), Handbook of child development and early education (pp. 558-576). New York: Guilford.
[3] Falacade, R. & Strozzi, P. (2009). Construction and representation of space in 5-year-old children. In O. A. Barbarin & B. H. Wasik (Eds.), Handbook of child development and early education (pp. 499-520). New York: Guilford.