Considering how a young child would intuitively approach word problems helps us to explore the range of problem types within addition, subtraction, multiplication, and division.
Getting started with solving addition, subtraction, multiplication, and division problems begins by asking teachers to rethink their existing ideas of teaching the operations and providing opportunities for teachers to see that children can solve problems without being taught the symbols, number facts, or number sentences.
Here is a brief account of how an understanding of the operations develops in the preschool range from about 3- to 5-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.
This handout explores building on how young children count collections of objects to support them to reason about solving problems that involve operations.
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.
A vignette about teachers Makayla and Jaden draw on their knowledge of "development" to consider if children's understanding of operations has an "order" to it.
A brief account of formative assessment approaches that help you learn what young children know about operations.