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).
Attending to the nuance of children’s responses enables teachers to figure out what children understand and what questions and supports can help them extend their thinking. Figuring out which questions
This handout explores building on how young children count collections of objects to support them to reason about solving problems that involve operations.
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.
This activity provides participants with an opportunity to explore children’s development in operations as children solve problems that arise through play and interactions throughout the day.
We often think of mathematical development and socio-emotional development as two ships passing in the night, existing in the same ocean but not interacting. But, fair-sharing—the sharing of toys or
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.
These guidelines can provide six or more hours on early mathematics (focus on shapes and spatial relations) in a three-unit semester preschool curriculum course. It can be broken into shorter segments.
