Sharing Good Practice
HOW TO DEVELOP A SOLID MATHEMATICAL
FOUNDATION IN EARLY YEARS STUDENTS
BY GIANNA ULYATT
Use the classroom environment and
relevant equipment to help students
learn about measurement. Teach them
the words they need to compare length
and weight of two or three objects.
Show them how to use non-standard
tools, such as hands, feet or arms for
measuring. Teach students positional
vocabulary in everyday situations.
Show students how to collect and
analyse data in a practical way. By
using, for example, a box of coloured
crayons
or
small
construction
equipment, they can learn how to
collect and analyse data. Place each
colour in columns starting from the
bottom and raise questions such as,
‘Which has the most?’; ‘Look at the red
and blue columns, which has more?’
M
any older students find
mathematics difficult. This
is usually because they have
not been alerted, early in
life, to the fact that mathematics is all
around us and forms the basis of most
human activity. It is crucial, therefore
that adults working with young
students use accurate mathematical
language in everyday talk to ensure
an increase in understanding to
support them in later life. It is useful
for teachers and assistants to have
focused discussions about how this
can be achieved. Consider carefully
these basic aspects of mathematics
– number, calculations, space, shape,
measures and information gathering.
Teach students to count by rote so
they know the order of numbers.
Begin with their age (3-5) as this
number is very important to them.
For a four-year-old, place four objects
on a sheet of paper and count them
one by one. Then get the students
to find other objects and count one
by one up to four, and recognise that
the last number counted is the total
value of that set. Once the student is
comfortable with counting, gradually
introduce the concept of one more
than and one fewer than, so they can
make comparisons. You can then move
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them forward in their understanding of
number within ten and then twenty.
Help students to identify pattern in
animals such as tigers and zebras.
Show them how to create their own
simple repeating patterns. Begin with
two colours or objects and encourage
them to predict which comes next. As
students become confident, increase
the complexity of repeating patterns.
These enjoyable activities help
develop algebraic understanding in
later life.
Teach students how to recognise
and name two and three dimensional
objects to give them spatial awareness.
By playing with a range of two-
dimensional shapes, they quickly learn
which fit together, without a space
in between, and how to create new
shapes by combining them together.
When students use three-dimensional
shapes to create simple buildings, they
are developing an understanding of
the need for a solid base or foundation.
This is basic engineering and elements
of architecture.
Class Time
Make sure you teach mathematics
in a progressive way to ensure new
concepts are understood. Provide
play activities and observe students
to assess their basic understanding in
relation to mathematics. Then, plan and
provide a range of relevant activities
to move their learning forward. Assess
how well they have grasped the new
concepts and move on or repeat the
activities in a slightly different way to
promote understanding.
Checklist
1. Always use accurate mathematical
language throughout the day
2. Assess what each student knows
and can do before planning
activities.
3. Use practical everyday resources
and
equipment
to
make
mathematics meaningful.
4. Make sure students can count
by rote at first so they know the
names of the numbers. Always
start with zero.
References
Institute of Education Sciences.
Gianna has extensive experience as a teacher, principal and inspector. She is a
consultant with expertise in KG and has spoken at conferences in Hong Kong,
Spain and the U.K. She sometimes works in the UAE. To connect with her, email
[email protected]