Week 3

Discuss and reflect on the ‘ingredients’ required in developing a child’s number sense in the pre-primary and early primary years.

I still remember how I was taught by my parents and teachers about numbers. It was by memorisation and the usual algorithm of answering mathematical operational problems. I realised that at the early age, children should have various interactive and engaging numeracy activities. They are possibly to appreciate and continue to engage in mathematical learning from primary until post-secondary levels if they interact with meaningful and engaging mathematical learning experiences at the pre-primary level (Seefeldt and Galper; Van de Walle and Lovin; NRC as cited by Powers-Costello et al., 2011).

 Developing number sense to children can be developed into numerous ways. Mildenhall (2014) stated the use of representations such as signs, language, gesture, objects which are “communicative (semiotic) resources” (par. 4) and tools such as drawings, gestures, and concrete materials can be useful to their understanding of mathematics. The Early Years Learning Framework (2009) stated that “children develop understandings of themselves and their world through active, hands-on investigation” (p. 36). Likewise, their minds are “undergoing significant developmental change and are stimulated by more complex and engaging learning activities rather than rote counting or drilling” (Linder, Powers-Costello and Stegelin, 2011).  

 Another way is to incorporate Big Ideas – “a statement of an idea that is central to the learning of mathematics, one that links numerous mathematical understandings into a coherent whole” (Randall and Carmel, 2005, par. 3). I believe it will be easier to not focus only to one concept, but it will also connect it to another, especially when the one teaching it knows how to implement this. Thus, there will be an “active involvement in learning”….which “…builds children’s understandings of concepts and the creative thinking and inquiry processes that are necessary for lifelong learning” (DEEWR, 2009, p. 36).

References

Department of Education, Employment and Workplace Relations [DEEWR]. (2009). Belonging, being and becoming: the early years leaning framework for Australia. Retrieved from https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Linder, S. M., Powers-Costello, B., & Stegelin, D. (2011). Mathematics in early childhood: research-based rationale and practical strategies. Early Childhood Educational Journal 39, 29-37. https://link.springer.com/article/10.1007/s10643-010-0437-6

Mildenhall, P. (2014). Number sense development in the pre-primary classroom how is it communicated?. Australian Primary Mathematics Classroom, 19(3). Retrieved from https://go-gale-com.ezproxy1.acu.edu.au/ps/i.do?p=AONE&u=acuni&id=GALE|A387827401&v=2.1&it=r

Randall I., C., & Carmel, C. A. (2005). Big ideas and understandings as the foundation for elementary and middle school mathematics. Journal of Mathematics Education 7(3), 9-24. Retrieved from https://www.mathedleadership.org/docs/coaching/MK-A-CHARLES.pdf