EDEE 253 Chapter Notes - Chapter 12: Subitizing, Numeracy
22 Jun 2018
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p. 222 to 230 (until “Curricular Goals -Mathematics”)
The cognitive domain: fostering mathematical thinking
-All young children demonstrate an early, natural interest in mathematics
-They like thinking abut number; enjoy finger plays, songs, poems and stories that contain
number; and respond with enthusiasm to counting tasks involving number
Including mathematics in the early childhood classroom
-Increased importance of including math instruction in preschool and kindergarten classrooms
-Early childhood classrooms include very little math other than counting and sometimes looking
at books with numerals
—> the result is that children spend little time thinking about math and later, children come to
think that math is difficult and something they are not good at
-The purpose of including well-planned mathematics activities each day in early childhood
programs is two fold: 1) to help children become flexible thinkers who are comfortable with all
areas of mathematics and able to apply mathematical ideas and skills in a variety of problem-
solving situations and 2) to bridge each child’s early fundamental knowledge of mathematics to
more formal concepts of mathematical knowledge and thinking in the future
-Math can easily become the primary or secondary focus in a variety of activities over the course
of the day in art, music, literacy, social studies, science and physical education
-Effective teachers promote children’s awareness of mathematical connections
-Evidence indicates that teachers of young children are less likely to encourage girls to tinker
than they are to encourage boys
—> teachers are more apt to show boys how to work machines and technology hardware and
software whereas they tend to quickly take over such tasks for girls
-Men receive 77 percent of the bachelor’s degrees awarded in engineering whereas girls tend to
steer away form math and science related fields
Play and mathematical thinking
-Children need a prolonged period of informal exploration through play before they can form
basic concepts about shape, one to one correspondence, size, weight, texture and amount
-Construction play should be prominent in the early childhood classroom. When it is we see the
building of mathematical concepts in children’s play. The products they produce represent
something they have seen in the natural world
-According to the national council of teachers mathematics, games increase children’s curiosity
and motivation, allow for cooperative learning opportunities, inherently different learning, build
strategies and reasoning skills, teach life skills, and reinforce mathematical objectives
-Encouraging children to explore mathematical concepts during their play is more easily
accomplished in classrooms that have an abundance of readily accessible materials
-Teachers should take advantage of times to augment the students play with games and books
that focus on numeracy concepts
Key mathematical concepts, processes, and skills that young children should be learning
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
222 to 230 (until curricular goals -mathematics ) All young children demonstrate an early, natural interest in mathematics. They like thinking abut number; enjoy finger plays, songs, poems and stories that contain number; and respond with enthusiasm to counting tasks involving number. Increased importance of including math instruction in preschool and kindergarten classrooms. Early childhood classrooms include very little math other than counting and sometimes looking at books with numerals. > the result is that children spend little time thinking about math and later, children come to think that math is difficult and something they are not good at. Math can easily become the primary or secondary focus in a variety of activities over the course of the day in art, music, literacy, social studies, science and physical education. Effective teachers promote children"s awareness of mathematical connections. Evidence indicates that teachers of young children are less likely to encourage girls to tinker than they are to encourage boys.
