manipulation and discovery
DESCRIPTION
this is a summary of : Manipulation and Discovery : Mathematics. Book title: introduction to early childhood education : PRESCHOOL THROUGH PRIMARY GRADES. 3RD EDITION - JO ANN BREWERTRANSCRIPT
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Jo Ann Brewer
MANIPULATION AND DISCOVERY
MATHEMATICS
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What is the definition of Mathematics?
How Mathematics is learned ?How Mathematics is taught ?What are the Mathematical objectives?
QUESTIONS
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WHAT IS THE DEFINITION OF MATHEMATICS ?
1ST QUESTIONS
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For young children, mathematics is a way of viewing the world and their experiences in it. It is a way of solving real problems. Mathematics is the understanding of numbers, operations on numbers, functions and relations, probability, and measurement. It is much more than the pages of simple equations that you may remember working as a child. The early childhood years, mathematics should continue to be a manipulative activity.
MATHEMATICS
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How Mathematics is
learned ?
2ND QUESTION
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Piaget (1970) describes three ways that human beings can learn. They can learn from:
1- The physical world- Concept- Ex: hot cold, 2- The social world – Concepts such as “ Language” , religion …3- The construction of mental relationship – concepts such as “ counting ‘ “ seriations” numeration”, conservation and so on
HOW IT IS LEARNED
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The learner creates categories and hierarchies of objects without regarding their physical properties.
Example: setting the dinning table for three students.
CONSTRUCTION OR LOGICO-MATHEMATICAL THINKING
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If Math concepts are constructed by each learner based on the observations with real-life materials and situation then
what are the responsibilities of the teacher?
1- To supply the language for the concept. The terminology.
2- To ask questions about what the children observe?
3- To provide the materials and the assistance that would enhance making those discoveries
CONSTRUCTION OR LOGICO-MATHEMATICAL THINKING
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How Mathematics is taught ?
3RD QUESTIONS
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TEACHING MATHEMATICS
According to Schwartz(1995), authentic mathematics occurs in the classroom when children play in learning centers , distribution of snacks or materials and should make sure to be an integral part in the school day. Examples: 1- Use attendance figure to know how many are absent and how many are presents.2-A grocery store 3- A calendar:Today is ------yesterday was ----- and tomorrow will be -------. 4- Cooking activities.
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MATHEMATICS STRANDS TO BE TAUGHT
Logical Thinking and
Mathematical Reasoning
Measurement
Statistics and
Probability
Geometry
Patterns and
Functions
Arithmetic
Statistics and
Probability
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Examples: 1- putting the sand toys in one container2-Sorting dishes in the housekeeping area into
storage area for plates3-Classifying the unit blocks into diff erent sizes for
storage. 4- Comparing sets and using categories such as more-
less- few – many .
LOGICAL THINKING AND
MATHEMATICAL REASONING
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Comparing and Analyzing InformationExample: 1- Observing and comparing the number of sunny days, cloudy days, snowy days or rainy days marked on the calendar.
STATISTICS AND PROBABILITY
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MEASUREMENT
Children are always interested in their own heightsWeights, ages , ect.…Examples:1- Using blocks to measure walls.
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Encourage the learners to participate in activities that help them develop concepts of space and the relationships of objects in space ---- two triangles can make a square.
PizzaA bar of chocolate
GEOMETRY
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Patterns are visual, auditory, spatial, numerical or combination of these.
Promoting recognition of patterns is extremely important in helping young children develop mathematical concepts.
PATTERNS AND FUNCTIONS
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PATTERNS AND FUNCTIONS CONT’…
Function: it is the pattern that is created when certain action are performed on objects or numbers. Example: Cutting an apple in the middle.
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Arithmetic is a part of every strand in mathematical thinking. It includes:
1- one to one correspondence2- counting3-nunbers4-place value5-operations on whole
numbers 6-fractions.
ARITHMETIC
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Go Thru the Slides
again and see the
materials used.
MATERIALS
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To GroupTo sortTo classifyTo seriateTo constructTo weightTo measureTo countTo graph
OBJECTIVES
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REFLECTION