Early Childhood - Connecticut State Department of Education

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Mathematics Chapter 6 HELPFUL TERMS Analysis The process of breaking something down into its parts. Estimating The math term for guessing or predicting the answer to a problem. Geometry The area of mathematics that involves using shape, size, position, direction and movement to describe and classify objects in the physical world. Number The amount or quantity used to group items. Number Sense Good intuition about numbers and their relationships. One-to-One The understanding that one group has the same number of Correspondence things as another. Pattern An arrangement of objects, numbers or shapes that repeats itself and can be extended. Spatial Awareness The ability of children to think of themselves or objects in relation to the people and objects around them. Statistics The study of data involving processes such as collecting, sorting, representing, analyzing and interpreting information. 84
Mathematics Chapter 6 CURRICULUM DEVELOPMENT From ages 3 through 6, children begin to solve problems by moving and experimenting with real objects. Mathematics is everywhere and children are intensely interested in concepts such as number, size and comparison. “They are self-motivated to investigate patterns, shapes, measurement, the meaning of numbers, and how numbers work, but they need assistance to bring these ideas to an explicit level of awareness. Such awareness is an essential component of mathematical knowledge” (Clements and Sarama, 2001). In their search for meaning children naturally explore and solve, communicate and connect ideas using mathematics. Early childhood teachers should capitalize on these interests by providing curriculum that challenges and engages children. As noted in earlier sections, curriculum is more than activities; it is developed with thoughtful regard to children’s needs and abilities through the selection of appropriate performance standards, processes, experiences and environments for the purpose of helping children learn. Good early childhood mathematical learning experiences require: • skillful adults to provide guidance, intervention and scaffolding when needed; • interactions with teachers and peers; • time to explore, investigate, manipulate, observe, discover and reflect; • opportunities for children to express themselves, listen, ask for clarification and practice new skills; • active, hands-on experiences; and • opportunities to reorganize, reinvent and represent their learning (Wortham, 2002). Mathematical experiences provide children with opportunities to problem solve rather than merely engage in activities. An important goal of mathematical curriculum planning is for children to learn to make sense of the information they have and to develop their abilities to use this knowledge in future projects (Copley, 2000). Research shows that differences in math achievement in later school years may be caused, in part, by differences in young children’s informal math knowledge before they enter school. Equity in math opportunities is a crucial concern (Clements and Sarama, 2001). The challenge is to provide for all children a mathematical curriculum that is both broad and deep. Mathematics curriculum for the pre-kindergarten years is not elementary curriculum watered down. Rather, it is a planned, systematic approach to developing broad concepts, integrating experiences, and developing attitudes and dispositions around problem solv- 85 ing and mathematical content. To be effective, it must not be a collection of unrelated activities, nor should it be based on an assumption that children will learn what they need merely through play experiences. Effective mathematics programs include intentionally organized learning experiences that build children’s understanding over time. Depth is best achieved when content and process are considered with equal weight. The following standards for pre-kindergarten through Grade 2 are endorsed by the National Council of Teachers of Mathematics. Process Standards • problem solving • reasoning • communicating • connecting • representing Content Standards • number sense and operations • measurement • geometry • algebra • data analysis and probability Opportunities for exploration in each of the concepts is not enough. Teachers must supply children with mathematical language, engage children in questioning and conversation, and focus their exploration. To do this successfully teachers must know which concepts and relationships the children are ready and able to explore (Bredekamp & Rosengrant, 1995). Connecticut standards for mathematics for preschool and the Connecticut Mathematics Curriculum Framework, Grades PreK-12, are consistent with these concepts. Preschool Performance Standards • Demonstrate understanding of one-to-one correspondence while counting. • Show curiosity and independent interest in number-related activities. • Show spatial awareness by demonstrating an understanding of position and order. • Use common instruments to measure things. • Recognize simple patterns and duplicate or extend them. • Create and duplicate patterns and shapes using a variety of materials. • Estimate and verify the number of objects.
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Early Childhood - Connecticut State Department of Education

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