Development of teaching resources
Development of teaching resources
ULO2 – Create processes, experiences and teaching strategies that develop mathematical thinking in children.
During their early stages of development, children explore and create different dimensions of learning mathematics. Such children compare different quantities, navigate their playgrounds, find patterns, and compare tall buildings among others. Understanding the concept of mathematics at the early age forms the foundation of the academic success of the children. The children not only need mathematical skills and understanding to excel in mathematics but in other subjects such as social studies, and sciences.
When these children grow into adults, their use the mathematical knowledge acquired early to make informed decisions about their communities, jobs, civic lives, and households. However, Teachers are faced with numerous challenges when formulating the best practices to teach mathematics to young children. This study focuses on creating the best processes, strategies, and methods of teaching mathematics to young children between the age of three and six years.
The best strategies and processes of teaching mathematics to children between the age of three and six years. Teaching high-quality mathematics concepts to the children is divided into two sections name a) Within the classroom and, b) Beyond the classroom
a) Within the classroom
First, a teaching professional should identify and enhance the children’s natural interest in learning mathematics. Several studies have shown that children develop the natural interest of learning mathematics even before joining the formal school. Therefore, a teacher should identify the mathematical concepts used by young children and capitalize on them. The natural interest to learn mathematics should be cultivated and explored to develop mathematical senses and interest in the children.
Second, Building the children’s knowledge and experience incorporating their families, cultural, linguistic, community background. Building and recognizing the child’s knowledge and experience will effectively help in promoting their mathematical education. The teacher should understand the varying experiences of children, to achieve effectiveness and equity in teaching mathematics. Understanding a child’s learning style and strength helps in making developing mathematics instruction and curriculum more effective. A child’s competence, interest, and confidence in mathematics is enhanced by integrating the new experiences and their prior experiences.
Third, the mathematics teaching, curriculum, and practices should be based on the children’s linguistics, cognitive, social-emotional and physical development. First, teachers to participate in developing the cognitive concept in children by enhancing their problem solving and reasoning skills. Second, teachers should also understand the children’s emotional, motor and social development that are relevant to the development of mathematical skills among the children. For example, a teacher should be able to identify the manipulative materials and puzzles that are important in developing mathematical concepts in children. Lastly, teachers should understand a child’s emotional development and sensitivity to persistence, tolerance, and frustration.
Therefore, teachers should find out what the children know and help them understand those things mathematically. Introducing children earlier to mathematical programs help them to reinvent, represent, reorganize, and refine their understanding. Likewise, the mathematics teaching materials and curriculum should be used to strengthen children’s reasoning and problem-solving skills. The curriculum should encourage the children to represent, connect and communicate their mathematical ideas freely. Lastly, the teachers should integrate mathematical concepts with other activities to increase their memory.
b) Beyond the classroom
Outside the class context, the following ideas should be promoted to enhance learning in mathematics among the children between the age of three and six.
First, teachers should be prepared to understand the children development process and create continuous professional development process. For example, the mathematical concept and content should be relevant to young children. The teachers should understand the children’s development and learn in diversified areas. Furthermore, teachers should have the knowledge on the appropriate ways of teaching mathematical concepts to the children. Lastly, teachers should document the children’s mathematical understanding and activities.
Second, Educational professionals should apply collaborative processes in developing a well-aligned mathematical system which promotes high-quality curriculum, standards, and assessment. The concerned stakeholders should outline standards and desired outcome. The objective should be developing a developmentally appropriate, coherent and a system that aligns with children’s development.
Lastly, stakeholders should provide the necessary resources that are applied in overcoming the barriers related to learning mathematics. Provision of equal opportunities and resources promotes mathematical proficiency among children as the community, local and institutional level. Government education agencies should also invest in teachers’ development programs which should be continuous in line with the children development skills.
ULO3 – pedagogical approaches in mathematics and numeracy appropriate for children between 3 and six ages.
The following approaches should be applied for effectively teach mathematical concepts and contents to young children.
Frist, promoting the children’s natural interest in learning mathematics and invest in them to teach them according to social and physical context. Second, exploring the children’s knowledge and experience by involving both their immediate and external environment. Third, basing promoting mathematical literacy to young children on their physical, social-emotional, linguistic, and cognitive development. Fourth, developing a mathematical curriculum that supports the strength of the children by enhancing their reasoning and problem-solving skills. Six, ensure that the mathematical curriculum is compatible and coherent to important mathematical ideas possessed by these children.
Moreover, teachers should provide the children with sustainable and well-researched mathematical ideas. For easy understanding of the mathematical concepts, teachers should ensure that the ideas can be easily integrated with the children’s environment. For example, children will understand mathematical concepts if they relate to their playing objects and environment. Conversely, teachers should be supplied with materials and allocated enough time to integrate co-curriculum activities during physical education classes with mathematical contexts. Lastly, the children mathematical skills, strategies and knowledge should be assessed from time to time to establishing their progress.
Conclusion
Promoting strong foundation to love mathematics and a creating a positive attitude towards mathematics should begin during early stages of child development. A deep understanding of a child’s learning and development progress, research-based mathematical concepts and involving stakeholders in the planning of mathematics curriculum support/ motivate children to learn mathematics. Therefore, educational stakeholders should to work together and create awareness on the importance of learning mathematics during the early childhood stage more so among the children between the ages of 3 and 6.
References
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