Pre-Course Reading: Chapters 1 & 2

Math is NOT just counting 123...

As a preschool educator, one will surely delight in the young children’s zest for learning. From the outside, it might seem like our job is all about fun and games, in the hope that parents of young children will know (and appreciate) how we influence and model positive behaviors, shape instruction, cultivate optimism and positive attitudes about school and learning, boost self-esteem, and provide the foundation for their future in school and in the community.

On a personal note pertaining to Mathematics (and upon reading the two chapters), there is a need for me to confront some of my personal beliefs - about what it means to do mathematics, how one goes about learning mathematics, how to teach mathematics through problem solving, and what it means to assess mathematics integrated with instruction. This is a challenge as there is an initial dislike of the subject, resulting in a lack of confidence in my own math ability. However, as I read on, I began to understand that Math is not just about getting “one right answer” (as how I had learnt in school). Mathematics is about thinking and talking. This strategy will serve me well as an educator and the young children in becoming a society where all citizens are confident that they can do math.

Classroom discussion based on children’s own ideas and solutions to problems is absolutely “foundational to children’s learning” (Wood & Turner-Vorbek, 2001, p. 186). Because math is a multi-faceted subject, a child may be strong in some areas but have difficulty with others. In that respect, learning math is much like learning to read. Once we know where a child stands, play to the child's strengths while addressing the areas in which the child struggles.

In order to help children gain math literacy, we need to create opportunities for these preschoolers to learn by doing — engaging their minds, connecting with their senses, and tapping into their enthusiasm. Research reinforces the value of letting them learn about math through hands-on games and activities they enjoy. It is interesting to note that some children seem to be able to understand and engage in certain math activities without first having mastered other, simpler counting and math-related tasks.

With this knowledge, as my approach to math instruction evolves and expands, I will soon discover more opportunities to prepare the young preschoolers to succeed in math – and to learn to appreciate and enjoy it as well.

Reference

Van de Walle, J. (2006). Elementary and middle school mathematics: Teaching developmentally (7th Edition). New York: Longman.