In high-quality mathematics education for three-to-six-year-old children, teachers and other key professionals should … -enhance children’s natural interest in mathematics and their disposition to use it to make sense of their physical and social worlds;…
-provide ample time, materials, and teacher support for children to engage in play, a context in which they explore and manipulate mathematical ideas with keen interest.
INCORPORATING NUMBER SENSE INTO PLAY
“Early math is not about the rote learning of discrete facts like how much 5 + 7 equals. Rather, it’s about children actively making sense of the world around them. Unlike drills or worksheets with one correct answer, open-ended, playful exploration encourages children to solve problems in real situations. Because the situations are meaningful, children can gain a deeper understanding of number, quantity, size, patterning, and data management (Grossman 2012).” (Making Math Meaningful for Young Children, published by NAEYC)
Debra S. Honegger has worked in multiple areas of education- both general education and special education- as teacher, consultant, administrator and instructional coach- with ages from birth through adult. However, no matter where she is or what her title, she holds a firm belief in meeting the needs of each individual child while coming together as a community of learners.
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