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WELCOME

Intentional Mathematics: Targeting Preschool Numeracy

and Math

April 24, 2013

Will begin soon If you experience technical difficulties during the webinar, you can

contact Kim Page at kpage@ku.edu

(620) 421-6550 extension 1638 For assistance

Which is your Strength?

Reading or Math

Goals and Objectives of this Webinar:

�  Understand the essential components of early childhood mathematics

�  Understand key strategies to support math learning in the classroom

�  Understand components of a math-rich classroom environment

�  Understand how to intentionally target mathematics through supplemental/intensive interventions

Why Math?

�  Young children have the capacity and interest to learn meaningful mathematics, and mathematics begins way before Preschool.

�  Math Skills at Kindergarten entry were the strongest predictor of later achievement (Duncan et al., 2007)

When do you Teach Math? �  “Children who experience focused mathematics

lessons, in which teaching math was the major goal, have higher gains in mathematics and report enjoying math more than those who do not.”(National Research Council, 2009)

How do you Teach Math? National Institute of Early Education Research (NIEER) states:

�  “Preschoolers learn mathematics through concrete experiences with materials and through intentional interactions by their teachers to extend their thinking”

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Teach Specific Math Lessons

Increase Conceptual Knowledge and Fluency

�  Help children “mathematize” or be able to see the mathematical aspects of situations through out their day.

Essential Math Components

v Numbers and Operations

v Geometry

v Measurement

�  Data Analysis

�  Algebra

Numbers and Operations Three Major Components:

�  Number Core (naming, representing and counting)

�  Cardinality �  Knowing the number word list �  One to one correspondence �  Written number symbols

�  Relations Core (connections to and comparisons with other numbers)

�  Operations Core (addition, subtraction and estimation)

Numbers and Operations Number Core

Cardinality (last word in the count represents the cardinality of the set)

1 2 3 4 5 6

“I have six things”

Numbers and Operations Number Core

�  Knowing the number word list – one, two, three, etc.

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Numbers and Operations Number Core

One to one correspondence (each item gets only one count tag)

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Numbers and Operations Number Core

� Written Number Symbols

Number Core In the Classroom

Numbers and Operations Relations Core

� Relationship between two groups of objects or two numbers – more, less, equal, and conservation of number

Numbers and Operations Relations Core

�  C Conservation of Number

Numbers and Operations Relations Core

Easy

Medium

Hard

Subitizing

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Numbers and Operations Relations Core

Subitizing

Relations Core In the Classroom

Numbers and Operations Operations Core

� Adding or Subtracting two groups of objects or numbers to make a third

Prior to Kindergarten Children solve 2 types of addition/subtraction

situations �  Change-Plus/ Change-Minus

�  Starts with an initial amount

�  Then some quantity is added or taken from that amount (change)

�  Resulting in a final amount

�  Put-together/Take- Apart �  Two initial quantities are “put together” to make a

third quantity

�  One quantity is “taken apart” to make 2 quantities.

Operations Core In the Classroom Geometry

3 Components of Geometry:

� Shape and Structure

� Composition and Decomposition of shapes

� Spatial Relations

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Geometry: Shape and Structure

� Recognizing two and three-dimensional shapes

Geometry: Composition and Decomposition of Shapes

� Transformations

� Symmetry

Geometry: Spatial Reasoning

� Location Descriptors

� Puzzles

Geometry in the Classroom

Measurement Measurement in the

Classroom

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Data Analysis Algebra

Data Analysis and Algebra in the Classroom

Math-Rich Classrooms �  Incorporate Math into the Environment

�  Incorporate Math into their Daily Programming

�  Combine Play and “Math Talk”

Incorporating Math into the Environment

Incorporating Math into Daily Programming

� Curriculum

� Group time

� Play

� Routines and Activities

Time Activity/Description Type Purpose

8:30 Arrival Routine Relationship

8:40 Whole Group Teacher Directed Cognitive Development

9:00 Centers Child Initiated Individual in depth exploration

10:00 Clean Up Routine Prepare for next activity

10:05 Small Groups Teacher or Child Directed

Individualized instruction

10:20 Recess Child Initiated Motor/Social

10:50 Class Meeting Teacher Directed Review of day

11:00 Depart Routine Relationship

Combine Play and “Math Talk”

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Questions???

Don’t Forget to Complete the Electronic Sign-In and Webinar

Evaluation Send and email message to Karen Lawson –

klawson@ku.edu

include the following information for each participant: �  Name �  Position

�  Email address �  USD Number

�  You will be sent an electronic evaluation, please take a few minutes to complete.

References �  Clements, D. H., & Sarama, J. (2009). Learning and Teaching Early Math: The Learning Trajectories

Approach. New York, New York: Routledge.

�  Dougherty, B. J., Flores, A., Louis, E., & Sophian, C. (2010). Developing Essential Understanding of Number and Numeration Pre-K- Grade 2. Reston, VA: The National Council of Teachers of Mathematics, Inc.

�  Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age eight. Washington D.C: National Association for the Education of Young Children.

�  Epstein, A. S. (2007). The Intentional Teacher Choosing the Best Strategies for Young Children's Learning. Washington, DC: National Association for the Education of Young Children.

�  Fuson, K. C., Clements, D. H., & Beckman, S. (2010). Focus in Prekindergarten: Teaching with Curriculum Focal Points. Reston, VA: The National Council of Teachers of Mathematics, Inc.

�  McCray, J. (2007). PCK for Preschool Mathematics: Teacher Knowledge and Math-Related Language Contribute to Children's Learning. Chicago, Illinois.

�  National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics (2005). Promoting good beginnings. A joint position of NAEYC and NCTM.

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