Sharing Good Practice
How to teach mathematical concepts from an early age
By Gianna Ulyatt of voice as they count by rote forwards and backwards in ones at first , and then in twos . Give them easily remembered prompts , such as ‘ number 3 is like two large tummies ’.
Mathematics is all around us and is very much part of our everyday life . Making the youngest students aware of this is crucial . Mathematics forms the basis of all scientific disciplines . It is the foundation of physics , chemistry , biology and technology . Through this area of learning students learn to calculate , think critically and logically , and to analyse outcomes . It must therefore be nurtured in the very young and connected to all other areas and aspects of learning .
Teaching should take every opportunity to explain basic mathematical vocabulary in every day , real life situations to help young students understand and use mathematical words for themselves . This will give students the words they need to illustrate their ideas and exploit solutions for themselves .
The most effective way of teaching mathematics is through play-based activities that captivate students ’ imagination . This makes mathematics learning fun . Activities should be balanced , so they are sometimes planned by teachers and sometimes chosen by students . When adults use words , including tall , short , long , thick , thin , high , low , narrow , wide , above , below , in-between , in front , behind , heavy , light , full , empty , before , after , students will soon realise that mathematics is everywhere .
• By playing with shapes students
learn basic geometry .
• By playing simple games where students identify missing objects in a pattern , they learn basic algebraic reasoning .
• By playing with objects of different width , length or weight , they learn about simple measurement .
• By placing objects in different locations , students learn to use positional words correctly and develop a clear sense of spacial awareness . Skilled adults will spot mathematical opportunities through regular activities and simple games .
Teaching students to count numbers by rote is important . However , developing the concept of number is more complex . Again , it is important to use a range of toys to illustrate number . For example , counting segments of fruit , wheels on a car , toys in a box , etc . help students understand the relevance of number in real life . Students need to understand that the last number counted is the value of the set . By making sure that number symbols are available for students to handle , they readily make a link between the number of objects and its mathematical symbol . A number line ( or track ) beyond ten should be displayed at child height . Large numbers on the floor for children to step along in sequence , also support learning . To help students become more familiar with the sequence of numbers adults must consolidate their learning by singing or varying the tone
Planning a varied range of counting activities ensures students understand basic calculation . By having two sets of objects and counting on from one set to the other set and combining the two groups , teaches early addition . Finding the difference between two sets of objects through one-toone correspondence teaches early subtraction . Finding one or two more or fewer than a fixed number of objects teaches early addition and subtraction . Make sure appropriate vocabulary , such as , ‘ more ’ or ‘ fewer ’ or ‘ how many altogether ?’ or ‘ how many left ?’ is used . Sharing a number of objects equally teaches early division , and by counting groups of the same number of objects altogether teaches early multiplication .
Check out your classroom and outdoor areas and note the extensive range of mathematical opportunities freely available .
Checklist
1 . Take every opportunity to teach and use mathematical language in real life situations .
2 . Encourage students to explore their own mathematical ideas as they play .
3 . Use a variety of readily available equipment to set up play based problems for students to solve .
4 . Make sure a clear number line is displayed a child-height for easy reference .
5 . Link mathematics to other areas of learning wherever possible .
References
Developing practice , developing practitioners : towards a practice-based theory of professional education by Ball , D . L . & Cohen , D . K . ( 1999 )
Practice Guidance for the early Years Foundation Stage , London : DfES ( 2007a )
Teaching and Learning Early Number by Caruthers , E . & Worthington , M . ( 2008 )
Class Time
| | Mar - Apr 2017 |
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