45 Math and Science in Early Childhood

Math and Science
in Early Childhood
CDEC 2307
Nita Thomason Ed.D


(Williams)

Tell me mathematics, and I will
forget;
Show me mathematics and I may
remember;
Involve me … and I will
understand mathematics.


Physical Knowledge
(Piaget)
learning about objects in the environment and their characteristics, such as color, weight, and size


Logico-Mathematical Knowledge
(Piaget)
Includes relationships constructed in order to make sense out of the world and to organize information, such as counting and classification


Zone of proximal development
(Vygotsky)
skills and understanding children are on the verge of possessing

Gardner’s Theory of Multiple Intelligences


Logical-Mathematical Understanding
(Gardner)
form of intelligence in which person thinks conceptually in logical and numerical patterns


ECE Math Language
• Numbers and Operations
• One-to-One Correspondence
• Classifying and Sorting
• Patterns, Function, and Algebra
• Geometry and Spatial Sense
• Measurement
• Data Analysis and Probability
• Problem Solving


Number Sense
A concept that develops over time as children think about, explore, and discuss mathematical ideas
-rote counting
-rational counting


One-to-One Correspondence
the pairing of one object to another object or one group of objects to another group of equal number


Classifying and Sorting

grouping objects by a common characteristic, such as size, shape, or color


Pattern
a sequence of colors, object, sound, stories, or movements that repeats in the same order over and over again


Geometry
the area of mathematics that involves shape, size, space, position, direction, and movement


Spatial Sense
comparisons that help children develop an awareness of themselves in relation to people and objects in space


Measurement
finding the length, height, and weight of an object using units like inches, feet, and pounds


Data Analysis
Questions that cannot be answered by direct observation can often be assessed by gathering data. Data can be organized, represented, and summarized
in a variety of ways.


Problem Solving
many different ways to solve a problem and more than one answer is possible


Environments that Inspire
• Supporting Math Exploration and Learning

– Beauty
– Light
– Flexibility
• Reggio Emilia
• Montessori


Manipulatives
Sensory materials, involving visual and tactile discrimination; that require fine motor skill in coordinating the eyes with what the hands can do


Selecting Manipulatives
• Are they safe?
• Are the ones with small parts used by older children only?
• Are they durable and long-lasting?
• Are these toys, games, and materials adaptable to many
uses?
• Are they culturally diverse and nonsexist?


Manipulatives
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counters
puzzles
stacking blocks
sewing cards
snap blocks
magnetic symbols
parquetry blocks
Legos
pegs & boards

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wooden beads
board games
lotto
dominoes
checkers
coins
buttons
shells

flannel board pieces


Math Materials
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balances, weights, scales
calendar
cans, egg cartons
clocks
geometric boards
magnetic boards
measuring cups, spoons,
pitchers
• number strips

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Objects to count
rulers, yard sticks
sandpaper numerals
shape puzzles
table games
telephones
thermometers
timer
unit, hollow, shape, and table
blocks


Algebra
• Patterns
• Mathematical Situations and Structure
• Models of quantitative relationships
• Change


Patterns
• Recognize, describe, extend translate
• Identify relationships, form generalizations
• Increase complexity

– Simplest two part pattern
– Use attributes other than color
– Increasing and decreasing patterns
• In pairs, use manipulatives to design increasingly complex

patterns


Equality
• Recognize, define, create, & maintain
• Use scales
• Discuss concepts
– equal/not equal, same/different, more/less
• Use real object representations
• Concrete object > pictures > symbols
• Make algebraic thinking part of everyday life
– fairness “She has more than me.”