Edteg102 math

Mathematics at the Play-Centered Curriculum

Mathematics Education

• Daily Life Situations are key component of an appropriate math program.

• Play is the other cornerstone of mathematics education.

Basic Mathematical Concepts

1. Spatial Relationships- Children’s interaction with their surroundings.

a. Proximity- Refers to the closeness or separation between

objects.b. Vertical and Horizontal

- When something is vertical, it is perpendicular (upright) to the ground or another reference point. When something is horizontal, it is parallel to the ground or another reference point.

Basic Mathematical Concepts

c. Shapes- refers to the form of an object.

d. Irregular or non-Euclidean shapes.

Basic Mathematical Concepts

2. Relationships Involving Quantity“ Five little monkeys jumping on the bed...”

a. Continuous Quantities- Refers to those objects whose amounts we don’t

count, like “a lot of milk” and “a little rice.”

b. Discrete Quantities/ non-continuous quantities.- Objects whose amounts we count, like “seven

cookies” or “three grains of rice.”

Basic Mathematical Concepts

c. Estimation- Children form a judgement of the

approximate quantity.- To make preliminary judgements and to

assess how reasonable an answer might be.

d. Quantifiers- “some”, “all”, and “none.”

Basic Mathematical Concepts

e. Equalities and Inequalities- Children develop the ability to make

judgements as to whether two objects or groups are equal or unequal.

f. Seriation- Children learn to order the objects according to

“how much” of that property the objects have.

Basic Mathematical Concepts

g. One-to-one Correspondence

h. Number Name- These are names we use (in our language) to

represent the number concepts.

i. Rote Counting- The order of numbers has no specific significance.

Basic Mathematical Conceptsj. Numerals- The notation or symbols we use to represent the

number concept .

k. Ordinals Numbers- Indicate the place order of the object such as “the

third child in line.”

l. Cardinal Numbers- Indicate the quantity of the set, they answer the

question “how much?”

Basic Mathematical Concepts

m. Number Concepts- Child understands the relationship among

numbers- Also understands that a set of objects may be

rearranged without changing the number of objects in the set.

Mathematics and Problem Solving

• John’s student Tuan tries to glue a big piece of wood on top of several smaller ones. After the pile falls over several times, Tuan tries putting a larger piece on the bottom, and finds that it works.

Orchestrating Play in Mathematics

Indirect Strategies• How is the physical space arranged?• Is there room for children to work on block

constructions without constant interruptions from others in a crowded space?

• Are there sufficient materials that are basic for support of play that can involve dealing with shapes and number concepts?

Indirect Strategies

• Are there blocks of all kinds?• Is there an adequate quantity of differently

shaped unit blocks for creation of diverse structures?

Indirect Strategies

• Are there several kinds of table blocks such as pattern blocks, attribute blocks, and Lego blocks?

• What other materials are available that lead themselves to play and explorations of shapes and number?

• Time considerations

Accessorizing: Transforming the Environment to Extend and Enrich Play• All parts of the environment can be further

enriched to stimulate mathematical thinking.

• Are there measuring spoons, food cans of different sizes, silverware settings for six or eight?

• Dramatic Play accessories

Developing Curricular Activities Related to Children’s Play

• Ideas for numerous activities and extended curriculum units related to mathematics arise through careful observation and reflection on children’s play.

• Play Store• Post office• Bank Office

Conclusion

• When early childhood environments provide opportunities for play with blocks, materials such as clay, sand, and water, children can develop and consolidate mathematical concepts as they play

• Children think “mathematically” as they use their developing logical abilities to solve the real problems that confront them in play.

• In mathematics education programs based on play, we find children who bring joy, energy, and imagination to their own relationships with mathematics.

Sampung mga daliri Kamay at Paa

Dalawang Tenga Dalawang mata

Ilong na magandaMalilinis na ngipinMasarap kumain

Dilang maliit nagsasabing ‘Wag kang magsinungaling

• Koreano- Tawag sa mga taong nakatira sa Korea- Kadalasang singkit at mapuputi

• Umiling- pakaliwa at pakanang paggalaw ng ulo na

nagpapahiwatig ng di pagsang-ayon• Sambit- Kasingkahulugan ng salitang “sabi”

• Pompiyang- ginagawa sa hudyat ng laro upang malaman

kung sino ang “taya”• Taya- Siya ang maghahanap sa kanyang mga kalaro

• Takang-taka- nag-iisip ng malalim