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Eyes To See and Ears To Hear: Teaching Math in the Childhood Years. Integrating Math in Children's Learning Centers.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Guha, Smita |
| Copyright Year | 2000 |
| Abstract | The objective of preschool teachers should be to determine the mathematical ability of preschool children and improve their skills using meaningful teaching methods through pictorial demonstration and manipulative models. Children who receive number concept instruction through hands-on play models, activities, and discussion show greater understanding in math skills. Teachers should be striving to create a learning environment for their students and help them fulfill their needs through their playful activities. This paper discusses how to integrate math activities into preschool classrooms. (ASK) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) "Eyes to see and ears to hear Teaching math in the childhood years" Integrating math in children's learning centers Dr. Smita Guha Temple University U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as ived from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Snack time is always enjoyable at our Happy Times Preschool Center. As we started having fun in co counting the cookies on the plate, Cindy requested for half a cookie. With a plastic knife, I helped Cindy zt cut the cookie into two equal pieces. So, our math class began with Cindy's one-halfcookie. Then I asked others if any one else wants the other half. Blair, who just turned three, raised his hand to make his claim. Emma's mother had brought a cheesecake for us and we all agreed that each of us should have a slice of it. I cut the cake in twelve pieces, and then we tried to figure out how could we all have equal pieces of the cake? We counted that there were six of us sitting for snack with twelve slices of cake. Tom, another three-year-old volunteered to answer. He said, "we all should have one each and then see if someone wants more." We all agreed on Tom's good idea. To make the children think more, I asked that if all of us want more, then how could we all have equal share? "Hminm, that's interesting", says Kathleen. Through our discussion, the children tend to learn a lot of math skills. Another time, during our lunch, I brought a whole pizza and few slices. After asking the children to point out which is a whole pizza and which is a piece, I found that ninety percent of the children understood the meaning of a whole pizza and a piece of a pizza. When children converse with each other, I observe and record their views. I found that 80% of the children understood the concept of "whole" and "piece" but only 50% understood "one-half'. When I deliberately make mistakes, 50 % of the children could identify my mistakes. Children, who needed more help, I show them different objects, and try to build their concepts. Through our discussion and from each other children learn a great deal. 2 BEST COPY AVAILABLE Its' simply amazing how little objects or playful activities can help children learn mathematics. The approach is simple, effective, and fun filled. On the other hand, if teachers were to teach mathematics in a rigid format, it would be regimental and boring. In my preschool classroom, math was always taught through playful activities. The purpose is to develop an interest in math among the children and make them more inquisitive towards problem solving situations. When a child asks for a piece of cookie, or a piece of a cake or a slice of an apple, it is the child initiated approach, and I facilitate their learning process by allowing them to carry on the discussion. This helps create a learning environment, and that's how the children learn math in my classroom. Often, I will have a child at my table during snack time; he or she will be shy and does not want to talk much. I do not force the soft-spoken children to speak out, rather they learn even by being a silent participant. Children observe, and even if they do not speak out at that moment, their communication at a later time reflects their understanding of the concept that was discussed at the table. Hands-on learning assist them in understanding the concept better than going through the books or learning by looking at the math chart. During the early years of life, children play with concepts of size, number, shape and quantity. They discover that objects exist, can be moved, and can be fitted together. As they acquire language, children begin to make statements indicating their knowledge of mathematical concepts. Parents and teachers must appreciate the efforts that children make. Math activities are constructed based upon the theme that we choose. It is flexible and situation dependent. Choosing a theme helps form a story as well as getting children's attention, and there are different themes to choose from. If the theme was on milk, initially, I would show them the pictures of cows, and have the children count the number of cows who would provide the milk. Then, we constructed a math puzzle by placing three empty glasses on the table. In the first glass, I poured the milk up to the brim, the second glass got half-filled, and the third remained empty. Now, I would ask the children to identify which glass was empty, which was full and which was one-half full. All children understood the meaning of "full" and it's pictorial representation. When the concept of "empty" was focused, 80 % of the students understood and only 20% did not understand. More than 60% of the children failed to answer |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED438177.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
