Workshop #2: Math Experience

By: Afnan Es-sayyid, Aisha Afzal, Angela Ma, Jeraldi James and Sarah La

Date: Wednesday, April 18th, 2012

Physical Development Cognitive Development Social Development Emotional Development Language Development

Curriculum Content Area

EXPERIENCE FOR PRESCHOOLERS!!!

Afnan implemented a math counting experience for the children using Easter eggs that were already provided in the room. The children had a lot of Easter materials in the room and they were playing with it. They seemed to enjoy playing with the eggs and tell each other how many eggs they hand in their hand. So then, based on that cue Afnan encouraged the children to select a colour and count how many they had. After, her experience she asked the children to walk around the room and collect eggs while counting how many are in their basket. However, the older toddlers counted till eight. Then Jeraldi, implemented an abacus experience that she built from home based on the children is cues which was, one child was playing with a loop abacus and the other child was counting from a book. The children at her center used it by pushing the colors back and forth, up and down, and one child counted till three. Based on these two experiences we formed a type of abacus with an open end that allows the children to put foam of different shapes, sizes and colours through the rod instead of Easter eggs. We also, created one abacus that has Velcro and the children could place different coloured fruits on it. This encourages the children to count the objects while placing them through the rods.

Observational Notes

Counting Foam Colours Sizes Eggs Abacus

Cue

POTENTIAL EXPERIENCES

Counting body partsLids &

Containers

Abacus Waffles

Red RoverWorms in

Apples

Count objects in the room

Hopscotch

Make a Collection

Jar Filling

Fingers songs

Big and small body mode

Shape a Choo-choo

TrainCloth pins with paper

dolls

“According to Piaget, the only way that they can learn social-arbitrary knowledge is from adults or more competent peers.”

“An effective problem solver perseveres, focuses his attention, tests hypotheses, takes reasonable risks, remains flexible, tries alternatives, and exhibits self-regulation” (Copley, 2000, p. 31).” (Bullard, p. 188)

“It is easier for children to use materials that are less abstract for one-to-one correspondence. Therefore, teachers should first provide real objects, then cut outs, then pictures, and finally symbols and patterns (Charlesworth, 2005).” (Bullard, p. 192)

“Objects from songs, finger plays, or books that stress addition or subtraction. Teachers can introduce these activities during circle time and then place the props in the math area for children to use.” (Bullard, p. 194)

“The amount of teacher talk about math is significantly related to children’s achievement in math, with those teachers who use the math talk having children with the highest math skills at the end of the year (Klibanoff, Levine, Huttenlocher, Vasilyeva, & Hedges, 2006). “ (Bullard, p. 201)

Theory

Introduce experience prior to implementation

Lure children by: ◦ Laying out materials for the experience

Guidance Strategy:◦ Ask open-ended questions◦ Incorporate and promote motor skills◦ Use manipulative materials

Set Up

Abacus (base & rods) Foam of different shapes Fruits (red & green apple, lemon, & orange)

Materials

Bullard, J. (2011). Creating environments for learning: Birth to age eight. Toronto: Pearson Education, Inc.

All pictures in this PowerPoint presentation have been taken from Microsoft Office Clipart Collection.

References