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EDN462 Notes

The document outlines key concepts and processes involved in how young children learn math, emphasizing the importance of routines, interactions, and a rich mathematical environment. It discusses the natural math capabilities of babies, the development of counting, and the significance of spatial skills through play. Additionally, it differentiates between sorting and classifying skills, highlighting their emergence and development in early childhood education.

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Chrye
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12 views3 pages

EDN462 Notes

The document outlines key concepts and processes involved in how young children learn math, emphasizing the importance of routines, interactions, and a rich mathematical environment. It discusses the natural math capabilities of babies, the development of counting, and the significance of spatial skills through play. Additionally, it differentiates between sorting and classifying skills, highlighting their emergence and development in early childhood education.

Uploaded by

Chrye
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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EDN462 Notes

Helpful resources
 Learning trajectories -
https://www.learningtrajectories.org/
 Let’s Count
https://www.thesmithfamily.com.au/programs/num
eracy/lets-count
 Dreme Te - https://prek-math-te.stanford.edu/
 Nemaths
 Make it count - https://mic.aamt.edu.au/
 Erikson
 First steps
Lecture 2
Concepts and processes – how young children learn
math
 Through routines (everyday experiences)
 Through experience (the doing)
 Through interactions and relationships (incl.
language)

What do we know?
 Babies are born with natural math capabilities
particularly in number and spatial awareness. They
begin to build foundational understanding as they
interact with their enviro.

 In the first 3 years of life, children develop math,


incl. informal ideas of quantity (more + less, big +
small), pattern + position.

 A rich math enviro. allows the spontaneous


concepts to be explored by children in everyday
experiences.

 Interactions (parents/families/educator) can build


on early experience to support further
understanding. As educators the ‘what’ and ‘how’
to do this is vital.

Find and talk about maths in routines

Routines are a big part of life for babies and toddlers.


At this age the care is the curriculum.

Consider:
 Number songs during care routines (Number
and algebra)
 Positional language when talking (“up on the
change table, can you feel the edge”).
(Measurement and geometry)
 Sharing food
Process of learning
 Concrete (direct experience)
 Representational (books, pictures)
 Abstract (mental images can be a reference for
direct experience)

The development of counting


1.Oral counting

Spatial skills
 There is evidence that spatial play for example
play with puzzles and blocks are important in
building spatial skills.
 Children explore with their bodies first – how do I fit
in this space?
 Language that describes spatial awareness – big,
tall
 Features of an object – long, curvy
 Spatial location + direction between, over etc.
 Schema play

How the brain learns math (Sousa, 2007)


Developing sorting + classifying skills
- Emerges at 3 years old
- Enhance their number sense and their intuitive
understandings about how to manipulate numbers
during math operations.

Sorting vs classifying
Sorting – is the beginning type of grouping task. Told
how the object will be sorted.

Classifying – requires students to discover how a set


of objects might be grouped

Levels of sorting
Platz (2004)
1. 1 diff. attribute  shape
2. 2 diff. attributes
3. 3 diff. attributes
4. Add more attributes

Levels of classifying
1. One diff. attribute
2. Several diff. attributes
3. Classifying by groups
4. Student-selected tasks – reversal of roles

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