Facts In Action

The National Council of Teachers of Mathematics (NCTM) maintains that the greatest development of mathematical knowledge occurs between prekindergarten through grade 2. During this time of intense cognitive growth, it is crucial for teachers and providers to be knowledgeable about the many ways students learn mathematics and to have high expectations for what can be learned during these early years.

While most would agree that exploration and discovery are how preschoolers should gain mathematical knowledge, it is not always clear what math concepts preschoolers should learn. A recent article in Early Childhood Research and Practice, an online journal, chronicled one early childhood teacher's struggle to create a framework for math instruction in her preschool classroom.

For children to build a strong mathematical foundation, teachers and providers need to carefully consider which mathematical concepts are appropriate and the order in which they should be taught. These decisions should be based on knowledge of the development of mathematical concepts, as well as careful assessment of children's mathematical abilities.

One of the best ways to assess young children is through observation. While it is useful to observe children while they play math games or use manipulatives, children explore math concepts during other activities as well. For example, the article described how two children demonstrated one-to-one correspondence by providing a plate for each teddy bear in the dramatic play center. The same children demonstrated knowledge of series when they ordered the bears in size, from largest to smallest.

During observation, checklists can be a valuable tool to record and evaluate students' progress. Checklists can be used to continually monitor children's development of key concepts, and these assessments can be used to plan appropriate learning experiences. It is also important to help children use language to build understanding of math concepts, and to act as a facilitator of children's exploration and learning.

The authors of this article suggest that training in observation and recording are critical for preschool teachers and providers to develop young children's understanding mathematical concepts. They suggest that preschool teachers' and providers' professional development should include the ability to recognize children's demonstrated understanding of mathematical concepts, the ability to use mathematical language to guide the children's progress and the ability to systematically assess children's understanding of mathematical concepts.

Source:
"Learning to Guide Preschool Children's Mathematical Understanding: A Teacher's Professional Growth," A Kirova and A. Bhargava, Early Childhood Research and Practice, Spring 2002.

For more information:
Contact: Early Childhood Research and Practice, email ecrp@uiuc.edu, or look online at ecrp.uiuc.edu/v4n1/kirova.html.

Facts in Action, January/February 2003