What Children Know and Need to Learn about Operations
Here is a brief account of how an understanding of the operations develops in the preschool years.
Here is a brief account of how an understanding of the operations develops in the preschool years.
These guidelines can provide three or more hours on extending counting to operations. It builds on participants’ knowledge of Counting Collections.
This piece explores the intuitive strategies that young children use to solve addition, subtraction, multiplication, and division problems.
These guidelines can provide 6+ hours on early mathematics, specifically operations, in a 3-unit semester preschool curriculum course. It is broken into two segments, but can be broken into shorter segments.
More video resources related to the development of operations and how teachers can engage young children in operations
This handout explores building on how young children count collections of objects to support them to reason about solving problems that involve operations.
This activity engages participants in both attending to the details of children’s ideas and working on how to support children to think more deeply.
The following activity helps participants notice and support children’s sense-making about the actions involved in the operations: joining, separating, comparing and even grouping (multiplication and division).
This activity provides participants with an opportunity to explore children’s early abilities in fair-sharing and to explore their own beliefs and attitudes about supporting children’s mathematical and socio-emotional development.
Mathematics, specifically number and operations, is at the heart of the intensely social interactions of fair-sharing. In attempts to make our classrooms engaging but calm, we frequently underestimate children’s abilities in both mathematics and social relations.