Knowing the maths
process skills that are developmentally appropriate for the preschoolers to be
working on will them to build a strong maths foundation.
Math is an integral part of our everyday lives and the best
time to start teaching the concepts is as early as possible.
The foundation of maths skills will help the Preschoolers to
succeed in future maths learning in their primary school years. Preschool
teachers, get opportunity to observe children very closely, they can find out
where each of the child‘s knowledge is, regarding 13 maths skills and processes.
Once the teacher knows where each child’s knowledge is, she
can help to provide aids and activities to introduce them to other areas of
maths. The most basic and simple methods work the best.
Observe
and check
Children may be able to rationally count up to 5. Notice that
once the number of items exceed 5, they are not counting rationally but are
rote counting. For example when they count 7 items, they touch one block and
say one and so on, once they get to the 6th item they touch one item
and might say two numbers 6,7. When they touch the 7th, they might
say 8, 9 and so on.
What can
we assume out of it?
We can assume that
they can rote count till 9 or 10 but rationally they can count up to 5.
We get a clue also
that we need to provide activities that will help them to count the more than 5
items rationally. There are ways to teach them numbers rationally. Activities
can be planned to extend the rational counting up to 10 or more. It can be done
through fun, during role play, snack time, circle time, indoor activities or
outdoors.
Do it for a stipulated
time and assess which other maths skills your children don’t have now. Plan
again.
Math does not only
happen in a maths interest.
Children learn maths concepts better
with hands on activities. Mostly preschool teachers focus on the basics that
are recognition, formation, memorisation and counting of numbers. But it is
more about children explore and understand than to be taught.
Before Preschoolers
begin to count they already have a basic understanding of one-to one
correspondence, matching, labelling, spatial relationships etc.
Some points to keep in mind while
teaching maths to preschoolers:
1.
Each child
learns, develop and grow at his own pace.
2.
Some
learners grasp quickly, while others need repeated practice.
3.
They need
to be actively engaged in the learning process, not idly watching someone else
or the teacher’s demonstration.
4.
Learners should have opportunities to work
alone, with partners and in groups to maximise learning.
Teachers need to focus
on learning process, not on the result. Focus must be on providing activities
that encourage learners to involve in counting rather than focusing on their
ability to rote count.
Repetition
is very important; learners who are exposed to concepts over and over again
have more concrete understanding.
Teacher’s role here is
as the facilitator who provides material activities and support children to
develop their skills further she needs to observe, analyse assess and document
the entire process.
A learner needs to
have a firm understanding of rational counting
( pointing to one object at a time while saying each number) before moving on
to one – to- one correspondence for example placing 3 spoons next to 3 plates.
There are 17 common maths process skills
or concepts to consider in Preschool
Many of them are
considered higher level skills. We may not see them in preschools as they are
not understood around the age of seven.
There are 3 common maths process skills
1. Observation
Observation refers to
gathering and organising information.
2. Language
Language with regard
to preschool maths refers to using "maths" language (i.e. using the
word Pattern, light, heavy, more than, etc.)
3. Problem Solving
Problem
Solving refers to gathering information and coming to a single solution or
gathering many pieces of information and considering a variety of possible solutions
to a problem.
17 Common maths process skills or
concepts fall under 5 areas
1. Numbers and operations
(i) Number sense
Numbers Sense is the
concept of understanding numbers.
(ii) Counting
There are 2 types of counting: Rote and
Rational
Rote Counting is stating numbers in order from
memory
Rational Counting is counting items in a group
and then understanding that the last number stated is the amount for the
set.
(iii) one to one correspondence
One-to-One
Correspondence is the understanding that one group of items has the same number
of items as another.
(iv) Numbers and (v)symbols
Numbers and Symbols refer
to the understanding that a specific number is a symbol and that symbol stands
for a set of specific items.
2. Geometry and Spatial Sense
(vi) Shapes
Shapes-also known as
early geometry! It is the study of
shapes!
(vii) Spatial sense activities
Spatial Sense is the
ability to place items in the correct spaces or places using a logical design
or a pattern.
3. Measurement
(viii) All areas of measurement:
weight, length, height, volume, temperature, time
Measurement is the
ability to give an item a number and then use that to compare and put in order
other items includes many areas such as weight, length, height, volume,
temperature and time (the latter three being higher level skills).
4.
Pattern/Algebraic Thinking
(ix) Patterns
Patterns are the
ability to place items in a specific order that repeats
(x) Parts and Wholes
Parts and Wholes are
an early fraction skill.
5. Displaying and Analysing Data
(xi) Sets and
classifying
Sets and Classifying:
Creating sets is the ability to make groups of items in a logical way. Creating
sets requires the skill of Classifying (which is a higher level skill than
Creating Sets).Classifying is a higher
level skill than comparing. It is when
children (after observing and comparing) take the information learned and begin
sorting, classifying and grouping in logical ways.
(xii) Order Sequencing
Ordering or Sequencing is when a child compares more than two items or groups and places the items in
a logical sequence
(xiii) Comparing
Comparing is the
ability to identify similarities in items or groups.
(xiv) Graphing
Graphing is a way of
recording or communicating observations and data that the children have
learned.
(xv,) Groups and symbols
Groups and Symbols
refer to grouping items in larger quantities which require higher level math
skills (addition and/or multiplication).
(xvii) Memory and observation
Teaching preschool
maths requires providing material and activities that allow children to
investigate, explore, discover and comprehend. It doesn’t require showing flash
cards and asking children what number is this or how many cats are there?
We should plan for the
skills children need? We need to observe children and document their needs.
Then use the document to create our plan for the skills children need. This is
the only way that ensures that the facilitator is providing activities based
where each child is at. Spend some time in just observing and documenting. Observe
children during circle time, snack time, outdoor or indoor gross motor play or
circle time. What do they do, talk about or demonstrate about their knowledge
about maths.
Just observe do they
instruct their friends to jump 4 times etc. using number in their conversation.
Take one skill at a
time. Mostly preschools provide such activities that support these skills and
are not aware of them.
Why is documentation
important? Its important because if you are focusing on shapes and patterns,
what about the children who do not have enough experience of sorting? They will
become frustrated because they are still learning to sort by general
attributes. Creating patterns is not where they are at.
At the end would like
to mention that there are many factors which influence a child’s ability to acquire critical thinking
skills and all of them have a profound impact on child’s learning experiences.
Some are mentioned below:
Child’s:
·
Culture
·
Community
type
·
Structure
of family
·
Ordinal
position
·
Number of
siblings in the family
·
Location
the child lives in
·
Experiences
·
Financial
position
·
Social
security
·
Health
·
Exposure
to social violence
·
Any
disability
Expose children to experience that spark their interest and
curiosity, integrates learning experiences and structure their thinking. As
children gain confidence in their ability to reason , check, build connections
make representations and communicate their ideas with others, they take up more
responsibility for their own thinking.
Happy Learning!
(Compiled from my notes)
