Teaching maths

Teaching mathsIntroductionMathematics is an essential break open of our world and an important life skill. In our society today, we argon bombarded by actous data that requires us to record, sort and organize. We need to exercise mathematics non only at our work places, but withal in our fooling life. Even simple daily tasks wish well fashioning a leveraging or financial recording at home needs numeric skill. By having a strong infering of mathematics, it will open doors to a promising c atomic number 18er and a productive future (The depicted object Council of Teachers of Mathematics, 2004). premature childhood education sets the foundation upon which future conducting is built. Before children preface school, many an(prenominal) of them develop number and geometric abilities homogeneous counting objects and making shapes (Clements, 2001). Children develop informal numerical acquaintance that is complex and sometimes sophisticate (Clements, 2001). During preschool years, childrens brains undergo signifi keistert development as their coning and baffle affect their brain structure. Their brains grow most as a terminus of complex activities and not just from simple tasks. Preschoolers are a extra gathering and therefore, it is important to have development every last(predicate)y comprise away activities for them (Clements, 2001). In wander to attention children with mathematics, inculcateers need to first understand how they learn mathematics. It is in addition all important(p) to find out the difficulties they may face during the learning process so that Teachers keister practice appropriate methods to help them.How children learn mathematics and their plan developmentAt a very early age, children start to award their friendship of mathematics. Children are curious well-nigh their world and this leads them to explore the notion of mathematics (Barbour Seefeldt, 2000). In the ordinary environment, they experience everyday ma thematics involving topics like space, shape, convening, number and number operations (Ginsburg, Lee Boyd, n.d.) . Childrens play and provoke are the sources of their first mathematical experiences (Clements, 2001). They need diametrical kinds of concrete literal(a)s to insure and the time to play in beau monde to construct mathematical concepts (Smith, 1997). For instance, when play with auction blocks, children spend a lot of time figuring out which block is higher than the former(a). The blocks in addition help the children to further explore mathematical concepts much(prenominal) as shapes and symmetries (Ginsburg et al., n.d.) . As children manipulate materials, their action forces some thinking and reaction. Materials leave children with a wide range of stakes and abilities to enjoy success (Barbour Seefeldt, 2000). Interaction with other(a)s is another(prenominal)(prenominal) way that children learn mathematics. by means of interaction with other children, they are adapted to question their own view of the world and adjust accordingly. numeric group project is an example that provides opportunities for social interaction and rouse be a strategy for mathematics learning. During project work, children support share several(predicate) ideas, discuss turn up and argue about their suggestions. Children talk and listen to each other when playing and working. They naturally talk about what they are doing. Use of the row is essential to learning about mathematical ideas and procedures (Barbour Seefeldt, 2000). Besides interacting with others, actors line also helps children in learning mathematics because it aids in organizing their thinking and experiences. Children are equal to learn new concepts better when they have the ability to break mathematical ideas and relationships (Barbour Seefeldt, 2000).The theory of Piaget and Vygotsky gives teachers information about childrens course of mathematical concept development and aid in developmentally appropriate statement. Piaget proposed a four- phase angle theory of cognitive development (Barbour Seefeldt, 2000). From zero to two years old, it is called the sensorimotor period. Mathematical concepts are believed to develop as children storage area, touch or trigger objects of different sizes and shapes. Classification skills are also believed to develop during this period of time. Preoperational stage is from two to seven or eight years old. During this period, children learn about conservation concept and they develop the understanding that objects remain the identical no matter how they are changed in form or arranged in different ways. They acquire language rapidly and are equal to(p) to use symbols to represent real objects. cover operations period is from seven to cardinal or twelve years old. As they think, they still need to dole out and manipulate objects. However, they start to become much independent from the manipulation of objects. They female genitals think about classes, seriation and numbers (Barbour Seefeldt, 2000).Vygotskys theory consists of natural and heathenish development (Smith, 1997). Natural development influences learning. Cultural development occurs when children interact with others and language is repaird through interaction. He believed that when children are in their zone of proximal development, learning get winds place. With the help of teachers and peers, they layabout achieve certain tasks. He also believed that in early learning scaffolding is essential to grasp a task. Later on, the support is slowly reduced in order for the children to master the skill independently (Smith, 1997).Role of teachers in helping children learn mathematicsTeachers play an important fictional character in helping children learn mathematics. First of all, the teacher should plan the learning environment in such a way that it is beneficial to mathematical explorations. For example, the classroom should contai n a variety of objects related to numbers and concrete materials like blocks and manipulatives (Clements, 2001). Classrooms bath also be numbered (Barbour Seefeldt, 2000). This will help the children learn mathematical concepts through their play. During their play, teachers must observe and deputise when necessary to create teachable moments. But when should teachers intervene? A useful way is to observe whether mathematical thinking is develop or already installed in children. If the thinking is developing, the teacher can take notes and discuss about the experience after they finished playing. On the other hand, if the thinking is installed, the teacher can discuss and clarify the ideas with the children. In this way, the children can clarify their thinking and extend the idea (Clements, 2001). Teachers can work with the children on group projects so that they can be involved in different mathematical ideas like measurements, numbers, space and so on (Ginsburg et al., n.d.). Developmentally appropriate computer programme is an essential part of developing mathematical knowledge. A curriculum offers planned activities and assumes that mathematics does not need to be always integrated with other activities, but it can also be an interesting substance on its own (Ginsburg et al., n.d.). It strengthens childrens geometric and number knowledge (Clements, 2001). both(prenominal) children may have difficulty in learning mathematics and it is the teachers role to help them cope with the problem. Some children have math anxiety and it has a negative influence on the childrens academic performance (Mazzocco, 2007). Others may have inability to estimate quantity (ScienceDaily, 2013) and spatial difficulty (Mazzocco, 2007). In order to help these children in mathematics, teachers can use different methods to improve the learning experiences. For instance, in order to help children with math anxiety, teachers can call forth the primary numerical and spatial pr ocessing. This can be done both in school as well as collaboration with parents. investigate shows that the quality of numerical and spatial talk by parents is related to the childrens math and spatial skills. Hence, the parents can engage the children in daily activities that are related to math. This will help the children to have more basic knowledge of mathematics when they come to school and reduce the anxiety in them (Beilock Willingham, 2014). grim group learning is another strategy that the teachers can use to help those children that has difficulties. Small group is where teachers plan the materials and lessons based on the childrens interest and their level of development. Teachers can scaffold each childs learning. As children gain confidence in their abilities, they are more willing to take up new challenges. Small group also allows teachers to observe each child in the group through daily interactions and understand more about their abilities and interests (HighScope Educational Research Foundation, 2011). Integrated curriculum is another approach to enhance the childrens learning in mathematics. It emphasizes the holistic development of the child- physical, social, emotional, bright and aesthetic development. Stories are a great teaching resource and when employ effectively, can promote thinking and new knowledge. For example, the story book Pancakes, Pancakes can be used as a resource for integrated curriculum. Through storytelling and the use of learning centres and group settings strategy, language, math and cooking are in condition(p) (Velu, 2012).Case studyChilds profileName Jason season 6 years oldGender MaleRace ChinesePreschool Little kids kindergartenSkills Able to count one to ten. Able to sort, match and oppose by one attribute (example size, shape and colour). Able to recognize basic shapes.Family background Both parents are busy with work and have bantam time for him. He has two siblings so the parents cannot give him full at tention. Parents do not communicate with him often and they often use television to nourishment him occupied.Siblings twoParents Both parents workingSpoken language EnglishActivities other than school Watch Television and play online kids gamesProblems he face in mathematicsThis child faces some difficulties in mathematics. He is not able to do more advanced principle like AAB descriptor. During class he has difficulty in number bond and he isnt able to finish his numeracy activities in class. The teacher has been trying to do one-to-one teaching such as helping him to be more familiar with manikin by re-introducing AB grade using constitution and stamp. The teacher also helps him in number bond by pairing him up with another child. However, there is little improvement and the child continues to have difficulties in mathematics. In order to help this child to improve, lessons can be conducted for both pattern and number bond. Both teacher and parents should collaborate to help Jason to improve.Lessons to help him with pattern and number bondLessons for patternThe activity is call people patterns (Big Ideas of archeozoic Mathematics, 2014). This is a visual pattern activity and the material is the children in the class. It is a simple pattern activity to help Jason to understand the basic pattern from the environment. The teacher arranges the children in AB pattern stand, sit stand, sit stand, sit. ulterior on that, the teacher can ask the children to describe the pattern. Lastly, the teacher ask questions like what is the pattern and what is its rule?. Each child takes turn to give the practise (Big Ideas of Early Mathematics, 2014). If Jason is not sure, the teacher can explain to him immediately.At the equivalent time, Jasons parents can also help Jason to reinforce his pattern knowledge at home. They can carry out activities like shape pattern. His parents can use concrete materials like plain wooden blocks of different shapes to teach him the AB pattern. For instance, trey square and three triangle blocks can be used. Then the parents can set the pattern square, triangle square, triangle square, triangle. They can ask Jason to describe the pattern and after that ask him to demonstrate the same pattern.Once Jason is more confident with the AB pattern, the teacher and parents can use the same materials and methods to introduce AAB pattern. Instead of using paper and stamp for AAB pattern activity, the teacher can try to use concrete material. after Jason has a better understanding of AAB pattern, the teacher can replace concrete materials with paper and stamp.Lessons for number bondThe first activity for the number bond can be done at home. Jasons parents can use material such as raisins to carry out the activity. For example, they can ask him how many raisins are in his hand. He is then allowed to eat some of the raisins. After that, ask him to count again. If he gets the correct answer, he is allowed to eat all the raisin s.After Jason is able to understand the number operations at home, he can go on to the number bond lesson in class. Concrete materials like small dinosaur models can be used together with the number bond worksheet. The dinosaurs can assist Jason to see the numbers using real objects. For instance, if the numbers are three and seven, the teacher can give Jason three dinosaurs first and ask him to count. Another seven dinosaurs can be habituated to him. After that ask him to count the total number of dinosaurs and he can write the answer on the worksheet. This activity can use different combination of numbers and is a good way to help Jason to understand the number bond concept better.ConclusionReferencesBeilock, S., Willingham, D. (2014). Math Anxiety nates Teachers Help Students Reduce It?. American Educator. Retrieved 10 November 2014, from http//www.aft.org/sites/default/files/periodicals/beilock.pdfBarbour, N., Seefeldt, C. (2000). Early childishness Education-An Introductio n (4th ed., pp. 449-462). new-sprung(prenominal) York Macmillan College Publishing.Big Ideas of Early Mathematics. (2014) (p. 91). Upper Saddle River, New Jersey.Ginsburg, H., Lee, J., Boyd, J. Mathematics Education for Young Children What It Is and How to Promote It. Social Policy Report. Retrieved 10 November 2014, from http//srcd.org/sites/default/files/documents/21-3_early_childhood_education.pdfHighScope Educational Research Foundation,. (2011). Scaffolding Childrens Learning at Small-Group Time. Retrieved 10 November 2014, from http//www.highscope.org/file/Trainer%20Page/Preschool/1%20Day%20Workshops/W2006_11-Scaffolding%20SGT%20Booklet%20%239_press.pdfMazzocco, M. (2007). Early Predictors of Mathematical Learning Difficulties Variations In Childrens Difficulties With Math. Exchange. Retrieved 10 November 2014, from http//msdp.kennedykrieger.org/pdf/42.pdfScienceDaily,. (2013). Preschoolers inability to estimate quantity relates to later math difficulty. Retrieved 10 Novembe r 2014, from http//www.sciencedaily.com/releases/2013/08/130814132508.htmSmith, S. (1997). Early Childhood Mathematics (pp. 1-18). Boston Allyn Bacon.The National Council of Teachers of Mathematics,. (2001). Mathematics in the Preschool. Retrieved 10 November 2014, from http//gse.buffalo.edu/org/buildingblocks/writings/preschool%20math%20in%20tcm.pdfThe National Council of Teachers of Mathematics,. (2004). A Familys tend Fostering Your Childs Success in School Mathematics. Retrieved 10 November 2014, from http//illuminations.nctm.org/uploadedFiles/Activities_Home/FamilyGuide_FullText.pdfVelu, G. (2012). Intergrating Language, Math and prep Through Storytelling. Early Educators.