Early Mathematics

How concepts are acquired?

• Children acquire fundamental concepts through active
involvement with their environment.
• When their explore their surroundings, they construct their
own knowledge.
• Specific learning experiences with younger children may
be naturalistic or spontaneous, informal or structured.
• Naturalistic Experiences: - is initiated spontaneously by
children as they go about they daily activities. - The child
controls the choice and action. - These experiences are the
major mode of learning for children during the
sensorimotor period (birth to 2 years)
 How concepts are acquired? Naturalistic
Experiences: -
• With naturalistic experiences, the adult's role is to provide
and interesting and rich environment for the child, like as
many things as possible for the child to touch, taste, smell
and hear.
• The adult should observe the child's activity, note how it is
progressing, then responding it with a glance, a nod, a
smile, or a word of encouraging to the child.
• The child needs to know when she or he does the
appropriate things.
 EXAMPLES of Naturalistic
Experiences:
• Sarah takes a spoon from the drawer and
says, “This is big” and mom says, “Yes”.
• Lila sits on the floor and is sorting out
colour rings into plastic cups.
• Philip is painting, dabbing a yellow on top
of a blue paint, He says, “Hey! I’ve got
green now”.
 How concepts are acquired? Informal
Learning Experiences:
• iniatiated by adults as children are engaged in
naturalistic experiences.  It is not pre-planned.
• When the child maybe doing the right thing in
solving a problem, but needs a little cue or
encouragement.
• The adult might take advantage of a teachable
moment to reinforce certain concepts.
 Example of Informal Learning
Experiences:
• A child has 4 balls with her, when ask
her to show up, how many fingers she
need to show 4, she actually shows 3
fingers. Here an adult may correct her
by pointing out another finger.
 How concepts are acquired?
Structured Learning Experiences:
• Are planned lessons, activities and
experiences that occur in many ways.
• Usually this experience are chosen by
adults who then gives direction to the child.
 Example of Structured Learning
Experiences
• Adults or teachers can offer structured
experiences in the following examples. Situation
A: A teacher helps a child with the concept of
shape, by suggesting a game to play and gives
her the direction to play the game. Situation B:
After the children draw a painting of their hand
on a board, later the teacher ask questions
regarding the colour, shape and numbers.
 Piaget’s Stages of Cognitive
Development
Stage Age Key Characteristics

Sensorimotor 0-2 Thinks via senses

Pre-Operational 2-7 Can use mental symbols

Thinks unidirectionally

Egocentric
 Introduction to Teaching
Methods
• Young children learn most effectively by manipulating
real-world materials because they can discover facts and
relationships
• Cognitive development is not limited to formal class
lessons but occurs as children interact with adults, peers,
and the environment
• Rote teaching has been demonstrated to be ineffective,
particularly for young children
• The constructivist approach is a more beneficial teaching
method for fostering cognitive development (DeVries &
Kohlberg, 1987)
 Constructivism
• Young children actively engage in creating meaning
based on their interactions with the environment
• Young children construct new understanding based on
their prior knowledge
• Young children construct knowledge through personal
experiences and social interactions
• Two fundamental aspects of a constructivist
classroom:
– Children create understanding of the world through
manipulating objects
– Children create understanding of the world by interacting
with people around them
 Constructivist ECE Classroom
• Provide a real-world context for learning
tasks
• Provide opportunities for children to
investigate and experiment within the
domain
• Provide opportunities for children to work
together
 Teacher’s Roles in
Constructivism
• Educational Experiences
– Encourage student inquiry
– Nurture students’ natural curiosity
– Ask students to explain their understanding of a concept
before teaching
– Tailor teaching strategies to student responses by providing
experiences that contradict students’ misconceptions
• Promote dialogue
– Ask open-ended questions
– Allow wait-time after asking questions for students to think
– Ask students to explain their answers
 Montessori Method
• Classroom is organized into centers
• Children individually choose their activities
and work at their own pace
• Teachers prepare the environment and
support students in their chosen activities
 Project Approach
A nursery teacher asked the children to collect as many old balls as they
could from home, friends, relatives, and others. They collected 31
different kinds of balls, including a gumball, a cotton ball, a globe of the
earth, and an American football. The children formed groups to examine
specific questions. One group studied the texture of each ball, another
measured the circumference of each ball with pieces of string, and a third
tried to determine what each ball was made of. As the children studied
their balls, new questions arose, groups shared information, and children
learned concepts in science and mathematics.

(Semi-Quoted from Katz, 1994 as cited in Henniger, 2008)

 Project Approach
• Project: In-depth investigation of a specific topic
• Goal: Find more about the topic from a multi-
curricular perspective
• Procedure
– Select a project topic
– Generate a list of questions with the students to be answered
– Divide students into groups to answer each question
– Have each group share their general findings with the class
 ECE General Curriculum Goals
• Goals of curriculum in early childhood
– Critical Thinking: Critically examine
information to determine what is useful in
decision making
– Problem solving: Recognize and solve problems
• Play fosters problem solving in a nonthreatening
environment
– Promote lifelong learning

Dr. K. A. Korb
University of Jos
MATHEMATICS FOR YOUNG
 
CHILDREN
                                             
 Mathematics
• National Council of Teachers of Mathematics
(NCTM) recommends that maths be taught in concrete
contexts that allow children to problem solve
– Number and Operations
• Understand whole numbers
– Counting, Cardinality, Comparison (More/Less)
• Joining and separating sets (Addition/Subtraction)
– Geometry: Identify shapes and describe spatial relations
• Above, below, next to
– Develop effective and efficient strategies for solving
mathematical problems
 Maths Activities
• Classify objects based on relevant
characteristics
– People in class
– Buttons
– Bottle caps
– Leaves, rocks, etc.
• Seriation: Ordering from small to large
• Patterns: Recognize and create patterns based
on number, space, colors
 Numbers in our lives…
• Think about getting to this class today.
Were there any numbers or math concepts
involved? What were they?
• Turn to a partner. Share a favorite activity.
Together, list at least three ways numbers or
math are involved in each of your activities.
Numbers in young children’s
lives
Numbers in young children’s
lives
Numbers in young children’s
lives
 What is early numeracy?
Numeracy is a portmanteau* of "numerical
literacy." It refers to the ability to reason with
numbers and apply mathematical concepts.

Early numeracy refers to the foundations of

mathematical reasoning, acquired in early
childhood.
*The original meaning of the word 'portmanteau‘, is a type of suitcase containing two separated hinged
compartments.
Why is early numeracy important?
Because mathematics…
• helps children observe, organize and find meaning
in their environment
• focuses on reasoning, connecting ideas and
thinking logically – important tools children can
use to make sense of their world
• relates to other curriculum areas, such as science,
social studies, art and music
 Why is early numeracy important?

And…

Math knowledge, interest, and skill are basic

to children’s success in school.
What does the research say about
early numeracy?
According to the National Council of
Teachers of Mathematics (NCTM)…
• Learning about math is neither short-term
nor rote.
• Children need to manipulate objects and
explore math concepts in a materials-rich
environment.
What does the research say about
early numeracy?
According to the National Council of
Teachers of Mathematics (NCTM)…
• Technology, if used age appropriately, can
be one component of early math education.
• Children need time and freedom to
construct, test, and reflect on their ideas
about math.
What does the research say about
early numeracy?
According to the National Council of
Teachers of Mathematics (NCTM)…
• Natural conversations with adults help
children extend their thinking about math
• Activities/concepts should be grounded in
the familiar and everyday
 What does the research say about
early numeracy?
According to the authors of “Mathematical Language in
Early Childhood Settings: What Really Counts?” *

• Language is an important tool for teaching mathematics.

• People who work with young children are not using

enough mathematical language, especially language that
goes beyond the most basic concepts.
 What does the research say about
early numeracy?
According to the authors of “Mathematical Language in
Early Childhood Settings: What Really Counts?” *

• The most effective mathematics instruction occurs when

people working with children take a “playful approach.”

• We need to “stack the deck” so that children have a

wealth of opportunities to encounter interesting
mathematics.
 In other words…

We support young children’s numeracy

development when we purposefully
introduce and use mathematical language
and concepts during enjoyable activities
and every day experiences.
Some people call this process
“mathematizing.”
 Mathematical language and concepts for
young children fall into three main
categories

• Numbers and operations

• Geometry and Spatial sense

• Patterns and measurement

 Numbers and operations
• Number sense involves the ability
to think and work with numbers and
to understand their uses and
relationships.
• “Operations” is the formal
mathematical term referring to
addition, subtraction, multiplication,
and division of numbers.
Children learning about numbers and
operations…
• demonstrate increasing interest
in and awareness of numbers and
counting as a means of solving
problems and determining
quantity
• Begin to associate number
concepts, vocabulary, quantities,
and writing numerals in
meaningful ways
 Children learning about numbers and
operations…

• Develop increasing ability to

count in sequence to 10 and
beyond

• Begin to make use of one-to-

one correspondence in
counting objects and matching
groups of objects
Children learning about numbers and
operations…
• Begin to use language to
compare numbers of objects
with terms such as more, less,
greater than, fewer, equal to
• Develop increased abilities to
combine, separate and name
“how many” concrete objects
 Numbers and operations: Opportunities to
Mathematize
• Encourage children to count all sorts
of objects and events and to think
about quantity and number.
• Involve children in
– matching and sorting objects
– using one-to-one correspondence
– ordering objects that vary in color, size,
or other dimensions
Numbers and operations: Opportunities to
Mathematize
• Draw attention to numbers and how
they are used such as addresses,
prices of objects and shoe sizes.
• Use strategies that help children
learn to count accurately and
efficiently such as pointing
to/touching/moving each object
being counted.
 Numbers and operations: Opportunities to
Mathematize

• Talk about the parts that make up

a whole - a concept that underlies
addition and subtraction.
• Use words related to estimation –
more than, less than, about,
nearly, approximately, and in
between.
Numbers and operations: Opportunities to
Mathematize
• Ask children to estimate how much,
how long or how many. Encourage
them to test for the actual answer

• Play games that include counting

and using numbers (Simon Says,
simple board, card or dice games,
hopscotch)
 Geometry and Spatial Sense
• Geometry is the area of mathematics that
involves shape, size, space, position,
direction and movement. It helps describe
and classify the world we live in.
• Spatial sense gives children an awareness of
themselves in relation to people and objects.
 Children who are learning about
geometry and spatial sense…
• Begin to recognize, describe,
compare, and name common
shapes, parts and attributes.
• Progress in the ability to put
together and take apart shapes.
• Begin to be able to determine
whether or not two shapes are the
same size and shape.
 Children who are learning about
geometry and spatial sense…
Show growth in
– matching,
– sorting,
– putting in a series,
– and regrouping
objects according to one or two attributes
such as color, shape, or size.
Children who are learning about
geometry and spatial sense…
Build an increasing
understanding of
• directionality, order and
position of objects and
• words such as up, down,
over, under, top, bottom,
inside, outside, in front and
behind.
Geometry and spatial sense: Opportunities to
Mathematize

• Encourage children to identify

different shapes as they draw,
look at books, work with
puzzles, build with blocks or
take a walk.
• Give children many
opportunities to handle objects
such as blocks, boxes,
containers, shape sorters and
puzzles.
 Geometry and spatial sense: Opportunities to
Mathematize

• Encourage children to climb

in and out of boxes or large
block structures, on or around
outdoor equipment, and over,
under, around, through, into,
on top of, and out of different
things to experience
themselves in space
• Repeat the above with a toy
person or animal.
 Geometry and spatial sense: Opportunities to
Mathematize

• Encourage children to make new shapes by

putting materials together and taking them
apart in different arrangements. They can
do this by
– cutting and folding paper
– molding clay
– playing with blocks
Geometry and spatial sense: Opportunities to
Mathematize
Introduce spatial vocabulary,
including
• location and position words –
on/off, over/under, in/out,
above/below, in front/in back…
• movement words – up/down,
forward/backward, toward/away
from, straight/curving…
• distance words – near/far, close
to/far from, shortest/longest…
 Patterns and Measurement

• Understanding and identifying patterns and

relationships means recognizing rhythm and
repetition as well as sorting, categorizing, and
ordering from shortest to longest, smallest to
largest.
• Measurement is an important way for young
children to look at relationships in the real world –
length, height, weight, time.
 Children who are learning about
patterns and measurement…
• Enhance their abilities to recognize,
duplicate, and extend simple patterns using
a variety of materials.
• Show increasing abilities to match, sort, put
in a series, and regroup objects according to
one or two attributes such as shape and size.
Children who are learning about
patterns and measurement…
• Begin to make comparisons
between several objects based
on one or two attributes

• Show progress in using

standard and non-standard
measures for length and area of
objects
 Patterns and measurement: Opportunities to
Mathematize

• Increase awareness of patterns. Help children find

patterns in
– designs and pictures,
– movements,
– reoccurring events.

• Engage children in creating and noticing patterns as

they play.
 Patterns and measurement: Opportunities to
Mathematize

• Let children figure out their own units for

measurement. Children better understand
standard units when they have lots of
experiences working with their own ways
of measuring and comparing.
 Patterns and measurement: Opportunities to
Mathematize
• Involve children in activities such
as block building, cooking, crafts,
science experiments and other
experiences that involve
measurement.
• Look for opportunities to help
children make comparisons and
measurements of volume, height,
weight, length, and temperature.
 Patterns and measurement: Opportunities to
Mathematize
• Provide simple experiences that help
children begin to develop and
understanding of time concepts…
– time events by counting out seconds
– compare how long different activities take
– start with daily time references (after the
story, before lunch) and progress to more
abstract concepts (yesterday, tommorow,
months, years, etc.
 Patterns and measurement: Opportunities to
Mathematize
• Use simple charts and graphs to help
children practice number skills and
make comparisons. Capitalize on
children’s interest in comparing all
sorts of things about themselves. Try
charting things like…
– favorite foods or colors
– eye/hair color
– types of pets
 Pair and Share:
Storytime ideas
• Choose a book and consider it’s “mathematizing”
potential.

• Identify opportunities to discuss and explore

– number and operations,
– geometry and spatial sense and/or,
– patterns and measurement.

• Brainstorm story-related, hands on, concrete

numeracy activities.
 IMPLICATION FOR
TEACHERS
• Recognize that STEM experiences can be
planned and unplanned. 
Good teaching is intentional teaching, but
teachable moments can happen at any time.
Carefully planned activities and materials can
inspire and incite children’s natural desires
to explore and can lead to spontaneous
teaching and learning.
 IMPLICATION FOR
TEACHERS
• Engage children with thoughtful and
intentional learning center activities that
invite them to engage in STEM. (e.g.,
building ramps, constructing a marble run,
planting a garden, using a magnifying glass)
 IMPLICATION FOR
TEACHERS
• Plan activities that prompt investigation
and exploration. (e.g., rolling different
kinds of objects down ramps, comparing
weights of objects using a balance scale,
using blocks to build structures that fit
within a boundary)
 IMPLICATION FOR
TEACHERS
• Guide exploration with open-ended
questions. What, why, and how questions
have the potential to encourage deeper
thinking, thoughtful answers, and continued
exploration.
 IMPLICATION FOR
TEACHERS
• Understand that the STEM disciplines
are closely intertwined. For instance, when
a child examines a piece of fruit, he or she
may taste it, classify its shape, and count its
seeds, engaging in both science and math
exploration)
 IMPLICATION FOR
TEACHERS
• Integrate skills that go beyond STEM. 
Best practice in STEM education includes a focus on
critical thinking, collaboration, and language and
literacy.
Intentional educators create purposeful opportunities
for children to communicate their ideas through
talking and writing—e.g., by collecting data,
recording observations, and sharing their ideas
with others.