Examine the trajectory (sequence) for teaching numbers, including terms such as AB patterns, ordinal numbers, plus, minus, and equals. Relate the learning of math language to Piaget’s three kinds of knowledge, and connect children’s use of manipulatives to their understanding of mathematical language and concepts.
You must show, create and use different kinds of patterns. If you provide a variety of examples children will learn and get them easier.
As they relate to cardinal numbers.
For children is difficult to understand that 1st, 2nd, 3rd and 5th are related with cardinal numbers.
When children hear “4th, 6th, 7th and 8th” is easier for them to recognize numbers, because they sound similar to cardinals.
Is really important to work and play with materials to introduce and reinforce concepts.
When children don’t understand the mathematical language they can feel confused. As teachers we must check that everybody understand the same concepts and ideas.
Use a scale and connecting cubes to show addition concepts. Use numbers and words.
Say: 4 and 1
4 and 1 make…
4 plus 5 equals …
More than >
Less than <
Is almost _____ (9 is almost 10)
Children must compare numbers frequently.
ERRORS IN ADDITION:
Is really hard for kids to understand the meaning of =.
Exercise: 8 + 5= ___ + 3
Answer: 8 + 5= 13 + 3
Error: problem to stablish and understand equality
- Experience precedes the math language.
- Free play is an excellent time to learn.
- Language is really important. If you talk a lot with children about numbers, they will have better learning experiences.
- Children use mathematical language casually. They can express their ideas, verbalize the way how they solve problems.
What do you do first?
You can find math everywhere!
What you have needed.. A MATH LENS
- Play as a child
- Put on math lens
- Evaluate the play
- Query the player
- Think of next steps
- Pattern blocks
- Two-color counters