Active Learning At The Heart Of Mathematics

From birth, it is important for practitioners to support the early years’ mathematical development. Children learn emergent maths which is a “term used to describe children construct mathematics from birth” (Geist, 2010). The Early Years Statuary Frameworks (EYFS) (Department of Education) states that maths is one of the specific areas.

Algebra is a major mathematical strand that has been incorporated across all year levels within the Victorian Curriculum. The many components within and interrelated with algebra and algebraic thinking sets children up, not only for formal algebra in high school, but for life (Reys, et al., 2012). This paper will be addressing some of the main ideas and understandings associated with Algebra. Key skills, strategies and ways of thinking will also be explored along with strategies for teaching the content effectively.

Problem Solving, Numeracy and Reasoning: Helping to expand their knowledge of problem solving using stories, games, role play, singing and games. Making the child feel easy talking about and understanding the language of reasoning and problem solving.

Numeracy development is important for all children as maths is an important part of everyday life. The way in which maths is taught has changed greatly over the years. When I was at school we were taught one method to reach one answer. Now, particularly in early primary phase, children are taught different methods to reach an answer, which includes different methods of working out and which also develops their investigation skills. For example, by the time children reach year six, the different methods they would have been taught for addition would be number lines,

Van de Walle, J, Karp, K. S. & Bay-Williams, J. M. (2015). Elementary and Middle School Mathematics Teaching Developmentally. (9th ed.). England: Pearson Education Limited.

The following child study is divided into two components discussing aspects of place value as a concept taught in mathematics education. Component A introduces the topic by discussing the significance of interview style assessment, followed by discussion on the importance and teaching of place value. Misconceptions and difficulties surrounding place value learning are also described. Component B focuses on an individuals understanding of place value through the use of an interview and tutoring sessions.

Every day, mathematics is used in our lives. From playing sports or games to cooking, these activities require the use of mathematical concepts. For young children, mathematical learning opportunities are all around them. Knaus (2013) states that ‘Young children are naturally curious and eager to learn about their surroundings and the world they live in’ (pg.1). Children, young and old, and even adults, learn when they explore, play and investigate. By being actively involved, engaging in activities that are rich, meaningful, self-directed and offer problem solving opportunities, children given the chance to make connections with their world experiences (Yelland, Butler & Diezmann, 1999). As an educator of young children,

There are different national frameworks and policies that are used for the development of mathematical learning from 3 to 8 years old.

Sarama, J., & Clements, D. H. (2006). Mathematics in kindergarten. (61 ed., Vol. 5, p. 38). YC Young Children. Retrieved from http://media.proquest.com.ezproxy.apollolibrary.com/media/pq/classic/doc/1129349361/fmt/pi/rep/NONE?hl=&cit:auth=Sarama, Julie;Clements, Douglas

Standards for Mathematical Practice Kindergarten- Grade 12; Measurement and Data: Work with time and money.

This assignment will discuss the challenges and benefits for pupil’s learning when Mathematics is connected to Science. This cross-curricular link has been chosen as I wish to further deepen my understanding of Science and its cross-curricular links to Mathematics. The essay will explain what role Mathematics and Science play within the National curriculum, what cross-curricularity means followed by the discussion of the challenges and benefits including examples of how these are applied in work-based practice at primary school within upper key stage 2.

This is across various sectors ranging from psychological, cross-cultural to educational investigations. In the process challenging the theories developed about how children learn and think in different mathematical domains (Mohyuddin and Khalil, 2016). Although research findings suggest that individual interventions targeting pupils’ difficulties in mathematics are effective, interventions may work better than these are targeting specific strengths and weaknesses ( Dowker and Sigley,2010). Errors and misconceptions can be corrected if teachers provide the correct alternatives to pupils. Counting sets the foundations of early algebra, therefore, it is important that pupils are provided with appropriate activities to support their learning (Earnshaw and Hansen, 2011). There is a range of resources available to support pupils counting needs, however, more needs to be done. Because while it is easy to diagnose learners’ difficulties, finding solutions for them is not that simple (Gillum, 2014). Research demonstrates that teaching pupils to avoid misconceptions is not helpful and could result in hidden misconceptions (Hansen, 2014). Instead of planning to avoid errors and misconceptions, teachers should carefully plan mathematical lessons that allow children be confronted with examples that challenge and encourage them to make connections between mathematical concepts and their own

Children at this age also have different skills related to numeracy. Fostering numeracy skills in early childhood education not only predicts for later Math achievement but also for greater literacy skills (NAEYC, 2009). Since mathematical concepts are often intertwined with so many areas such as science, literacy, dramatic play, block building, and more, math learning centers offering interdisciplinary materials and activities ensure that young children grow to understand and appreciate the real life applications of mathematical concepts (Fu, 2010).

Multiplicative thinking is imperative to a child’s understanding of important mathematical concepts and is seen as the ‘big idea’ in number that links multiple key ideas and strategies (Vergnaud, as cited in Siemon, 2011). Commonly, children have a procedural based view of multiplicative thinking which can hinder progress, as opposed to a more conceptual view which is a far better learning framework (Hurst & Hurrell, 2016). If teachers are to maximise a child’s learning, they must acknowledge this and help children maintain a conceptual understanding of multiplicative thinking and emphasise this much more so than procedural rules. Several key ideas and strategies underpin the success of multiplicative thinking and a greater conceptual understanding.

It is important to teach or at least try to teach students problem solving related to math. Problem solving plays a big part in the math process. Teaching problem solving is beneficial to students because helps the students find solutions when struggling. It helps math to be more interesting and less stressful. Students see math with less negative reaction and more hope. Problem solving helps and improves student’s ability to think, solve, and find solutions. It is important for students to have the ability to have problem solving skills and this is what it teaches the students. Ultimately, problem solving helps students focus increase and learn what works best for them.