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Guiding Math Experiences

Guiding Math Experiences. Chapter 22. Early Math Experiences. A well-structured setting provides PLAY experiences that promote math skills. The basis for upper-level math in elementary, middle school, and high school is learned in the preschool years. Goals of Math Experiences.

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Guiding Math Experiences

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  1. Guiding Math Experiences Chapter 22

  2. Early Math Experiences • A well-structured setting provides PLAY experiences that promote math skills. • The basis for upper-level math in elementary, middle school, and high school is learned in the preschool years.

  3. Goals of Math Experiences • Observing and describing objects • Recognizing colors, patterns, and attributes • Comparing objects and quantities • Classifying sets • Copying patterns • Recognizing shapes • Recognizing numerals • Using one-to-one correspondence • Estimating quantity and measurement • Developing problem solving skills

  4. Assessing Math Ability • In order to plan developmentally appropriate activities, children need to be assessed individually. • Observations are used to assess individual abilities and specific needs • Specific task assessment is a method of determining abilities by having the child answer questions or complete a directed activity.

  5. Color as a Math Concept • Color is a math concept because it helps the child learn to classify, pattern, and sequence objects. • Children learn to identify colors before shapes, and some preschoolers often confuse the two. • By age 2 many children can match colors. • Methods and ideas: p. 343-344 (copy 4)

  6. Shape Concepts • Children can usually name the shapes before they can draw them. • Can copy circle first, then around age 4 can draw square, then rectangle, then triangle. • Do not try to teach color and shapes at the same time. Shapes are more difficult to teach because they aren’t talked about as often in everyday conversations. • Methods and idea: p. 344

  7. Counting and Numerals • One-to-one correspondence is the understanding that one group has the same number as another. • Rote counting is reciting numbers in order. • Rational counting is attaching a number to a series of objects. • Rote counting is learned first. Most can count to at least their age.

  8. Numerals are the symbols that represent the number or quantity. • Children make the connection between the numeral and the name before they understand that it represents a quantity. It takes lots of practice for children to make the connection.

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