March 18, 2016
Children, even at a very young age, have an incredible understanding of spatial relationships. Jan de Lange brings up the idea that elementary school classrooms might consider starting their math curriculum with spatial reasoning. Ideas such as numbers and counting could be added later to quantify this concept that children naturally understand so well.
A kindergarten student organizes a collection of rocks into unique sets. Simple questions can result in explorations in core math concepts such as grouping. In this case, some very unusual groups are created.
A child produces a small set of counters to match a shown quantity.
Phil Daro compares a math classroom in the United States with one in Japan.
In this video, students brainstorm ways to sort their shoes. Later, they graphically organize the data from the sets they created.
While many conflicting ideas exist about how to improve math teaching in preschool, recent research suggests that providing plenty of time to play, with a teacher observing and interjecting pointed questions and ideas, may be most effective.
Math, with its own set of unique vocabulary, can sometimes be a difficult subject for non-native speakers of English.
In this video, students explore spatial relationships by describing and traversing an obstacle course, then making a map of it.
Doug Clements argues that language arts and mathematics are not mutually exclusive skills.
Angela Giglio Andrews shares an anecdote in which an order of french fries shared between a mother and her child led to questions involving measurement and other rich mathematical concepts.