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Week 1
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Q 1 EYLF 5 outcomes as key reference points
The EYLF or early Years Learning Framework has five main learning outcomes. It helps to provide a typical framework to identify children's progress in different areas which includes mathematics too (Baroody, Clements & Sarama, 2019). These outcomes are very much important to the teachers or educators to learn about the progression towards mathematics of the children. Outcome 1 is children having a very strong sense of identity. In math the outcome depends on the child's confidence and their own concept as an ideal learner. This involves asking questions and engaging in mathematical activities. Outcome 2 is children feel connected with their world and also contribute. Math is an important part of the whole world. Evaluating a child's progress includes observing how they are implementing math to solve their problems in the real world. Like measuring, sorting out objects, counting etc. Outcome 3 is children having a strong sense of well- being means having a secured feeling while engaging with mathematical concepts. Outcome 4 implies the confidence of children as involved learners. In mathematics, this implies deep engagement and skills of problem solving. Outcome 5 denotes children being effective communicators. It involves communication of children through drawings or other symbolic representation in describing their mathematical thinking.
Q 2 Challenging the children to think mathematically
By fostering an engaging and supportive learning environment with several activities and strategies, teachers can challenge the children to think mathematically. The ways that they can use includes encouraging their curiosity, giving them problem solving tasks, doing some activities which are hands-on (Hassan et al. 2019). It also involves increasing their mathematical vocabulary by introducing new mathematical theories to them to keep their interest, collaboration between groups, thinking critically, giving tasks which are open ended, giving puzzles and riddles etc.
Week 2
Q 1 Ideas to implement in teaching mathematics
The main key point to encourage the development of mathematical concepts in children is a good teacher child interactions. Several assessments can be done to identify their abilities. Implemented ideas include communicating with the children about math before giving them guidance and after giving them guidance (Dwijayani, 2019).While communicating with the children teachers should talk about numbering and different types of measurement procedures to them. As per research it has been seen that communicating with the child about numbers increases the sense of numbers in the child's mind. The more they talk about numbers the more they learn. Also playing board games can help them to understand the correlation between numerical and quantity. While communicating about math with the children it helps to deepen the concept of math with the child. Continuous talking helps them to understand the different sizes of different objects. In fact they start implementing the theories in their games and if those theories don't work then they even talk about the whole process. Doing a good fit interaction during all types of play. Cognitive science talks about relating mathematical problems in solving real life problems (Humphreys & Parker, 2023). By supporting the child's play it becomes easy to identify their mathematical knowledge. Also continuously asking them questions about various numbers, sizes and about their play helps to engage them more towards the mathematical learning process.
Week 3
Q 1 Learning Outcome
“National association for the education of young children” (NAEYC) and “National Council of Teachers of Mathematics” (NCTM) have developed a joint position statement called early childhood mathematics promoting good beginnings. It has been said in the statement that every young child should get high quality, accessible and very challenging experience while learning mathematics. It also points out about having hands on materials and a specific time to explore the materials in their play (Clements & Sarama, 2020). This play can promote numerous math concepts. The 5 content standard areas include operations and number, algebra, geometry, measurement, data analysis and probability. These standards can be incorporated in children's daily life to teach them math while implementing these in their play. Using blocks of food items which they can count, setting a pattern to count objects helps them to understand more about the contents. As a teacher it's very much important to plan their activities consciously. To teach children model math not only counting books will work but also story books will help.
Figure 1: 5 content standard areas of mathematics
(Source: Self-created in MS Word)
Q 2 Incorporating different math concepts in child's day
The key component is communication with the child while teaching them math. Among the 5 concepts, operations and numbers in preschool children include the children's idea about how many friends they have or how many pencils they are carrying etc. Educators can ask them questions about food items like how many items they want to put or about how many pages they want to write answers to clear this concept. Algebra which means making a rule in math and generalizing it. It can be corporate in the learning process by telling the children to sort their items in a particular manner like according to their sizes or color. Geometry, this content can be incorporated in children's learning process by letting them sort out blocks with different shapes. Like playing bingo games and shapes related board games. Measurement begins by letting them understand the height difference between different objects. Simple questions can be asked to them like what is the distance between one places to another to let them understand this content. Data is the object the children are having in their hands. It generally indicates the items they are interested in. Simple voting games can be prepared for them to let them understand data analysis and probability.
Week 4
Q 1 Math learning plan for children
Planning a math learning experience for children includes development of activities to increase their engagement in their stage of development and learning about different objectives. Two examples of activities that can improve math learning include counting the objects and different shape hunts. The first activity involves counting daily objects. Like toy cars, fruits etc. It develops number recognition. The second activity requires giving the children different shapes to hunt. Like circles, rectangles etc.
Q 2 Successful implementation of the plans
The first activity which involves counting objects is mainly for the age group 3 to 5 years. If the children can count the daily objects properly then it defines a successful implementation. Also questions like one apple is eaten between three apples then how many of them are left is correctly answered by the children then also it denotes a successful outcome. The second activity shape hunting denotes successful implementation when children can understand different shapes even after going out of the house.
Q 3 Assessing children's mathematical learning
Mathematical learning of the children can be assessed first by observing if the children are getting engaged with the activities. Then by questioning those about simple things like how many blocks are there etc. Also interaction between peers, task completions like counting some objects accurately help to assess their learning.
Q3 Assessing own teaching practices
Assessing teaching practices is a very important part of developing and improving the effectiveness as an educator. First important factor is to do self-reflection. Like thinking about what went well in the given lessons and what didn't (Siagan,Saragih & Sinaga, 2019). Then other factors involve observing peer. It involves getting feedback from colleagues. Student feedback is also important. Also maintaining a proper teaching portfolio including lesson plans, accomplishments helps to assess own teaching practices.
References
Journals
- Baroody, A. J., Clements, D. H., & Sarama, J. (2019). Teaching and learning mathematics in early childhood programs. Handbook of early childhood care and education, 329-353. [Retrieved from: https://www.academia.edu/download/59157160/Teaching_Learning_ECE_Programs__Baroody_Clements_Sarama_Wiley_Handbook20190507-20182-1q0ag3p.pdf][Retrieved on: 17.10.2023]
- Clements, D. H., & Sarama, J. (2020). Learning and teaching early math: The learning trajectories approach. Routledge. [Retrieved from: https://scholar.archive.org/work/pvoj5xk5jfgqhglomjifg2ywsm/access/wayback/https://s3-euw1-ap-pe-ws4-capi2-distribution-p.s3-eu-west-1.amazonaws.com/books/9781003083528/HUB/googleScholarPdf.pdf][Retrieved on: 17.10.2023]
- Dwijayani, N. M. (2019, October). Development of circle learning media to improve student learning outcomes. In Journal of Physics: Conference Series (Vol. 1321, No. 2, p. 022099). IOP Publishing. [Retrieved from: https://iopscience.iop.org/article/10.1088/1742-6596/1321/2/022099/pdf][Retrieved on: 17.10.2023]
- Hassan, M. N., Abdullah, A. H., Ismail, N., Suhud, S. N. A., & Hamzah, M. H. (2019). Mathematics Curriculum Framework for Early Childhood Education Based on Science, Technology, Engineering and Mathematics (STEM). International electronic journal of mathematics education, 14(1), 15-31. [Retrieved from: https://files.eric.ed.gov/fulltext/EJ1227358.pdf][Retrieved on: 17.10.2023]
- Humphreys, C., & Parker, R. (2023). Making number talks matter: Developing mathematical practices and deepening understanding, grades 3-10. Routledge. [Retrieved from: https://www.creatingrounds.com/uploads/9/6/2/4/96240662/making_number_talks_matter.pdf][Retrieved on: 17.10.2023]
- Siagan, M. V., Saragih, S., & Sinaga, B. (2019). Development of Learning Materials Oriented on Problem-Based Learning Model to Improve Students' Mathematical Problem Solving Ability and Metacognition Ability. International electronic journal of mathematics education, 14(2), 331-340. [Retrieved from: https://files.eric.ed.gov/fulltext/EJ1227196.pdf][Retrieved on: 17.10.2023]
