Early Childhood - Connecticut State Department of Education

Mathematics Chapter 6
BEST PRACTICES
Early childhood teachers are encouraged to review and
implement the following best practices in the discipline
of mathematics.
• Work with children to develop interests and
projects related to mathematical ideas.
• Do not limit math to a specific day or time.
Extend daily activities, building on interests.
• Provide opportunities for manipulation,
discovery, reflection and problem solving.
Ask open-ended questions as children
explore materials.
• Be prepared to introduce and develop math
ideas and skills within daily activities.
• Talk about numbers and math concepts
using appropriate vocabulary.
• Use concrete materials, not worksheets,
that require abstract thinking. Remember
that children learn through hands-on
experiences where they can construct mental
relationships that lead to understanding
mathematical concepts.
• Design activities that can accommodate
varying abilities and interests.
• Use planning time to integrate content areas
so children can better connect information.
• Use children’s literature for problem solving
and concept development. Create projects
based on children’s interests.
• Build on prior experiences, cultural
backgrounds and abilities for planning and
instruction.
• Regularly ask yourself if you are providing
experiences that encourage children to
think, solve problems, communicate and
represent their ideas.
Do You Have…?
1. props in dramatic play areas that are related
to mathematical ideas and functions;
2. enough blocks of varying sizes and
shapes for at least three children to build
successfully;
3. puzzles, games and materials that encourage
counting, comparing, classifying and
patterning;
4. literature that provokes discussion of
mathematical ideas and vocabulary;
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5. sand and water materials for collecting and
measuring;
6. woodworking tools, various measurement
units, scales and thermometers; and
7. materials that promote spatial sense and
understanding of geometric and measuring
concepts, e.g., rods, blocks, solid shapes and
containers.
Math Talk: Having Conversations With Children
• How many crackers can each child take?
• How many children are at the table?
• Count the empty chairs.
• How many children are here today? How
many are missing? How do you know?
How did you figure that out? How could
we decide?
• Why did you choose these shapes in your
block-building?
• What are you noticing when you put these
two blocks next to or on top of each other?
• Estimate how tall your building is.
• Do we have enough?
• Are there any extras?
• How are these shapes alike, different?
• How can we find out?
• Do we have more of ____ or more of ____?
• How did you figure that out?
• How can you share these materials with a
friend?
• Can you estimate how many steps it will
take to get there?
• Can you get just enough napkins so
everyone will have one?
• What would have happened if?
• Can you go over the box? Under it? Get on
top of it?
• Can you bring me one? Lots of?
• How many children are supposed to be
in this area? What does the sign say? What
should we do?
• How can we organize these so the longest is
on this side and the shortest is over here?
• All of you are children and some of you are
big brothers and sisters. Which number is
more?
• Are you sure? How do you know?
• I wonder how this could be changed.
• What would the pattern be?