NAEYC Affirm Analysis

This paper will demonstrate the pre-service teachers’ understanding of mathematical practices as part of the Common Core State Standards in Mathematics. It will address two specific standards for Mathematical Practices, describing the essence of both and providing a description of how teachers facilitate these practices and how students are engaged in the practices.

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 critical aspect of mathematics which provides the means to calculate unknown values. According to Bednarz, Kieran and Lee (as cited in Chick & Harris, 2007), there are three basic concepts of simple algebra: the generalisation of patterns, the understanding of numerical laws and functional situations. The understanding of these concepts by children will have an enormous bearing on their future mathematical capacity. However, conveying these algebraic concepts to children can be difficult due to the abstract symbolic nature of the math that will initially be foreign to the children. Furthermore, each child’s ability to recall learned numerical laws is vital to their proficiency in problem solving and mathematical confidence. It is obvious that teaching algebra is not a simple task. Therefore, the importance of quality early exposure to fundamental algebraic concepts is of significant importance to allow all

As a child, I would image what my life would be like when I became a teacher. In this paper I will explore different developmentally appropriate approaching philosophies, theories, and concepts when teaching math, reading, science and the fine arts to young children across a developmental curriculum. Having to gain knowledge from the early childhood text helped me to create what I consider to be the perfect classroom plan. Preschool education is very important because this is their first experience towards twelve years of grade school. The knowledge they gather will increase as they grow and development.

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.

Mathematical activities at Ysgol Dolafon are delivered in accordance with pupil’s individual needs and great deal of emphasis is given to continuity of learning. Ample opportunity is provided for pupils to discuss their understanding of concepts as they progress and teachers are aware of the importance of eliminating any gaps in the children’s mathematical knowledge. The Welsh Assembly Government guideline for Mathematical Development maintains that: ‘It is crucial that gaps in children’s mathematical learning are avoided, so that children do not miss out on essential elements in their understanding of mathematical concepts’ (WAG 2008) and Ysgol Dolafon fully agrees with that statement.

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,

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

During the Foundation Phase, children develop their skills, knowledge and understanding of mathematics through oral, practical and play activities. In our setting children`s mathematical development is supported by different activities. Children are encouraged to develop their understanding of measurement units, investigate the properties of shapes and develop early ideas of reasoning and basic mathematical procedures through practical opportunities. These opportunities include cooking, exploring and counting activities.

A sit-down interview, in the interviewee’s classroom, on April 22, 2017, results in responses from Rachel, a female Elementary Education teacher at Deerfield Elementary School, in Deerfield, Wisconsin. Containing eight initial questions and two response follow-up inquiries, this interview represents a 4-year Kindergarten grade level perspective, and utilizes eleven years of teaching experience. As a University of Wisconsin-Madison graduate, Rachel began her career in Milwaukee before accepting her current position of nine years. With extensive knowledge of the field, Rachel qualifies as an excellent resource, both when actively pursuing plans to become an Elementary Education

Equity remains one of NCTM’s six principles for school mathematics. “Excellence in mathematics education requires equity—high expectations and strong support for all students” (National Council of Teachers of Mathematics, 2000) When teachers maintain low expectations for marginalized student populations they deemphasize tasks that require higher order thinking such as problem-solving. “The stereotype of Black students being underachievers is maintained by the social context of schooling, teachers’ attitudes and practices, and how Black youth themselves take up or act upon the underachiever stereotype” (James, 2012, p. 482). Likewise, when teachers maintain high expectations students act upon these expectations. Teachers that maintain raised expectations presume students are capable of moving beyond basic computations towards applying these skills towards problem solving. Stone and Hamann contend that it remains necessary to “account for

The National curriculum states that in Mathematics teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is

One big thing every child around the world have in common is that they want to make a lot of money when they grow up. I am pretty sure that no one wakes up and says that they want to be broke and stupid when they grow up. Money is a common interest for everyone no matter what age and if anyone had the opportunity to increase their income they would take the chance, even if it means going back to school. In an article written by Global Partnership “ The average student in lower-income countries performs worse than the 5th percentile in higher-income countries. These children end up learning basic math skills by grade 6, instead of grades 2 or 3.’’. That quote is showing that even by increasing your math skills you can earn more money than you would have at the level skill you were before. Even

Mathematics, like every creation of man, have evolved without really knowing how far you can get with them: the scope of the computer, physics, chemistry, algebra, all are evidence of this. Every aspect of our culture is based in some way or another in Mathematics: language, music, dance, art, sculpture, architecture, biology, daily life. All these areas of measurements and calculations are accurate. Even in nature, everything follows a precise pattern and a precise order: a flower, a shell, a butterfly, day and night, the seasons. All this makes mathematics essential for human life and they can not be limited only to a matter within the school curriculum; here lies the importance of teaching math in a pleasure, enjoyable and understandable way. Mathematics is an aid to the development of the child and should be seen as an aid to life and not as an obstacle in their lifes.