What does research say about children and mathematical thinking
According to the Full Day Early Learning Kindergarten document, mathematics for young children should always be active, hands-on, child-centered, and problem-based (Ontario Ministry of Education, 2011). In providing concrete materials and tactile experiences, children are able to explore and describe mathematical problems and solutions. Questioning is also a very important aspect of the Full Day Early Learning Kindergarten program as educators encourage children to problem solve and use mathematical reasoning as much as possible. See image: http://i.imgur.com/orARVx6.jpg
Similarly one of the key principle's of OELF is that "play is a means to early learning and capitalizes on children's natural curiosity and exuberance" (Government of Ontario, 2007). This means that by providing play-based learning opportunities, educators and parents can build on children's natural interests and simultaneously introduce mathematical concepts in an engaging manner. For example, play involves games that use a number line, one-one correspondence and counting which helps children master and integrate understanding about numbers (National Research Council, 2001).
See Image: http://i.imgur.com/viDZX4s.jpg
Research on mathematical learning for children extends in a document called "Building Learning Capacities" which states that mathematical experiences can be narrowed down into two forms: a) play that involves mathematics and b) playing with mathematics itself (Student Achievement Division, 2013). Nevertheless, researchers like Samara and Clements stress that "the importance of well-planned, free choice play and appropriate to the ages of children should not be underestimated as such play contributes to mathematical learning"(Clements & Samara, 2009).
To learn more about what current research has to say about mathematical learning in young children, visit the resources page or "click here".
One common theme in much of the research is the emphasis on play-based learning and that math be taught from an inquiry based approach. According to the Learning Capacity Series, inquiry-based learning is an approach to teaching and learning that places students’ questions, ideas and observations at the center of the learning experience (Student Achievement Division, 2013). For children, the process often involves open-ended investigations into a question or a problem, requiring them to engage in evidence-based reasoning and creative problem-solving, as well as “problem finding.” For educators, the process is about being responsive to the students’ learning needs, and most importantly, knowing when and how to introduce students to ideas that will move them forward in their inquiry. In a nut shell, unlike traditional approaches to learning which focus on mastery of content, the inquiry approach is more focused on using learning content as a means to develop information processing and problem solving skills. See Image: http://i.imgur.com/zd8vSeP.jpg
Here's a tip to help you remember: Inquiry = "how we come to know" vs. Traditional = "what we know."
Similarly one of the key principle's of OELF is that "play is a means to early learning and capitalizes on children's natural curiosity and exuberance" (Government of Ontario, 2007). This means that by providing play-based learning opportunities, educators and parents can build on children's natural interests and simultaneously introduce mathematical concepts in an engaging manner. For example, play involves games that use a number line, one-one correspondence and counting which helps children master and integrate understanding about numbers (National Research Council, 2001).
See Image: http://i.imgur.com/viDZX4s.jpg
Research on mathematical learning for children extends in a document called "Building Learning Capacities" which states that mathematical experiences can be narrowed down into two forms: a) play that involves mathematics and b) playing with mathematics itself (Student Achievement Division, 2013). Nevertheless, researchers like Samara and Clements stress that "the importance of well-planned, free choice play and appropriate to the ages of children should not be underestimated as such play contributes to mathematical learning"(Clements & Samara, 2009).
To learn more about what current research has to say about mathematical learning in young children, visit the resources page or "click here".
One common theme in much of the research is the emphasis on play-based learning and that math be taught from an inquiry based approach. According to the Learning Capacity Series, inquiry-based learning is an approach to teaching and learning that places students’ questions, ideas and observations at the center of the learning experience (Student Achievement Division, 2013). For children, the process often involves open-ended investigations into a question or a problem, requiring them to engage in evidence-based reasoning and creative problem-solving, as well as “problem finding.” For educators, the process is about being responsive to the students’ learning needs, and most importantly, knowing when and how to introduce students to ideas that will move them forward in their inquiry. In a nut shell, unlike traditional approaches to learning which focus on mastery of content, the inquiry approach is more focused on using learning content as a means to develop information processing and problem solving skills. See Image: http://i.imgur.com/zd8vSeP.jpg
Here's a tip to help you remember: Inquiry = "how we come to know" vs. Traditional = "what we know."