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Infants and toddlers exploring mathematics
... Bir yaş civarında çocuklar oyun oynadıkça, örüntüleri ve şekilleri anlamaya başlarlar. Olayların sırasını tahmin etmeye (akan su, banyo zamanı demektir) ve neden-sonuç ilişkilerini anlamaya başlarlar (çıngırağı sallayınca ses çıkar) (Geist, 2009). ...
... 24-30 ay arası çocuklar günlük rutinlerin (örneğin, kitap okuduktan sonra uyku zamanı, sabah kalkınca kahvaltı zamanı gibi) artık daha fazla farkındadırlar. Bu yaş çocukları yarın ve dün kavramlarını anlamaya başlar ve bu sözcükleri yerinde kullanırlar (Geist, 2009). Bu yılın ilk yarısında, çocuklar desen veya örüntülere ilgi göstermeye başlarlar. ...
... Nesneleri ve şekilleri karşılaştırmak ve tanımlamak için dili etkili bir şekilde kullanabilirler. "10" a kadar sayar, "0" dan "9" a kadar rakamları tanır ve "dörde" kadar rakamlar ekleyip çıkarabilirler (Geist, 2009). 5-6 yaş aralığındaki bazı çocuklar 20'ye kadar olan sayılarla eşit bölme işlemini yapabilirler. ...
Erken çocukluk dönemi olarak adlandırılan 0–8 yaş dönemi gelişimin en hızlı olduğu ve çevreninetkisine en açık olunan dönemdir. Bu dönemde, çocukların beyinlerinin gelişiminin hızlı olduğu ve erkendönemdeki deneyimlerin onların beynin yapısını ve bilgi düzenleme yeteneğini etkilediği belirtilmektedir.Bu dönemde çocukların birçok kavram ve beceri ile birlikte matematikle ilgili sayısız kavramı öğrenerekkullanmaya başladıklarında görülür. Erken dönemde kazanılan matematik becerisi, çocukların bilimseldüşünme becerisinin temelini oluşturan problem çözme, analiz etme, hipotez oluşturma gibi becerilerinidestekleyerek okul yıllarında kazanılacak daha karmaşık matematiksel bilgilerin temelini oluşturmaktadır.Ayrıca, çocukların erken dönemdeki matematik becerileri ilerideki akademik başarı, daha yüksek notlarlaliseyi bitirme, daha yüksek iş bulma oranı ve mesleki başarı ile doğrudan ilişkilidir. Dolayısıyla, erkenmatematik becerilerin desteklenmesinde anne babalara ve eğitimcilere büyük görevler düşmektedir. Bunoktadan hareketle çalışmada, okul öncesi dönemde erken matematik becerilerinin özellikleri ve bubecerileri etkileyen temel beceriler tartışılarak anne babalara ve alanda çalışan eğitimcilere önerilersunulmuştur.
... Children begin to construct the foundations for future mathematical concepts during the first few months of life (Geist, 2003a;Geist, 2003b). Before a child can add or even count, they must construct ideas about mathematics that cannot be directly taught. ...
... Children begin to construct the foundations for future mathematical concepts during the first few months of life (Geist, 2003a;Geist, 2003b). Before a child can add or even count, they must construct ideas about mathematics that cannot be directly taught. ...
... Most of these studies with positive learning effects focus on 4-and 5-year-old preschool students, such as Presser et al.'s (2015) study on Big Math for Little Kids, Ramani and Siegler's (2008) study on using linear board games, and Clements et al.'s (2011) study on the learning-trajectory based TRIAD curriculum. Research on the mathematics learning of 3-year-old children and younger tends to focus on the types of mathematical activities they engage in (Lee, 2012) and how certain behaviors prime them for emergent mathematics (Franzén, 2015;Geist, 2009;Miyakawa et al., 2005). For example, Franzén's (2015) study about toddlers' natural engagement in mathematics without teacher guidance showed that toddlers use their bodies to understand mathematics and Miyakawa et al. (2005) found that 1-to 3-year-olds will develop logico-mathematical thinking when tasks are developmentally appropriate and stimulate interest in solving problems. ...
There is a considerable body of research on children’s number knowledge development, and in particular on children ages 4 years and older and who have some counting experience. Children in early care preschool settings (ages 2 and 3) and who are not yet experienced counters are an understudied population. We conducted a multiple-case study on five 3-year-olds over the course of a year, investigated their challenges and successes as they moved through the developmental progressions for specific number knowledge domains, and determined their key shifts in learning as they related to early predictors of later mathematics achievement. We found interesting variations in their test scores and, with multiple data sources, determined key shifts in learning observed across cases including acquisition of verbal counting skill, one-to-one correspondence, cardinality, and connecting and coordinating their number skills. While the developmental progressions provide teachers with a framework for understanding typical mathematical development, every child’s learning path is different. This research provides an in-depth look at 3-year-old preschool children’s variability in number knowledge and their key shifts in learning as they relate to early predictors of later mathematics achievement. We share implications for how and when early preschool teachers can support learning.
... A dearth of research exists related to mathematics with infants and toddlers in classroom settings (Linder & Simpson, 2018). Infants, toddlers and preschoolers develop emergent mathematics conceptualizations as they make sense of relationships by interacting with teachers, develop understanding of attributes when participating in sensory play, and engage in mathematical conversations with teachers (Geist, 2009;Luckenbill, 2018). Thus, EC teachers should facilitate young children's learning through play and hands-on experiences that connect to their interests and allow for explorations (Hachey, 2013). ...
The Algebra for All (A4A) movement formally begins in 8th grade. However, algebraic thinking can be fostered in early childhood (EC). Yet, most EC teachers experience negative attitudes about math, which impacts how they facilitate mathematical learning in their students and student achievement. This exploratory project examined how curricular changes implemented during EC methods courses affected the math attitudes of community college EC preservice teachers (PSTs). The curricular changes included explicit, hands-on, and play-based pedagogical methods employed during curriculum courses to foster PSTs' capacity to facilitate pre-algebraic learning in infants, toddlers, and preschool-age children. PSTs completed a pre-and posttest math attitudes survey. Survey results were analyzed using a paired t test and multiple linear regression. Results were statistically significant. Implications for EC pedagogical and metacognitive instructional interventions are outlined.
... Mathematics is an important part of young children's lives. They use mathematics to solve problems, order their universe, and make sense of their world (Geist, 2009). Evidence of mathematical thinking can be observed throughout the early childhood classroom as children place one cup in front of each chair at the dramatic play center, pour sand into different sized containers at the sensory table, and sort manipulatives into their containers during clean-up time. ...
In this chapter we share the perceptions of a small number of principals, teachers and parents about children’s prior-to-school mathematics. Rather than focusing on the somewhat limited notions of young children’s mathematical experiences reflected in some of the comments of these adults, we position the transition to school as a relational context, recognising it as a time when many and varied beliefs, expectations and understandings come together as a cultural interface. We advocate that working collaboratively at this time has the potential to enhance the experiences of young children and the adults with whom they interact, and to provoke both professional and personal reflection and change, particularly in relation to mathematics education.
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