scholarly journals Numeric toys media: introducing number sense in early childhood with movement and multisensory cards

2018 ◽  
Author(s):  
Ruqoyyah Fitri ◽  
Mr. Mustaji ◽  
Bachtiar Bachri
Keyword(s):  
Early Childhood ◽  
Number Sense

Thanks from the Editorial Panel

1989 ◽  
Vol 36 (9) ◽  
pp. 36-37
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Board Of Directors ◽  
Number Sense ◽  
Childhood Education ◽  
Mathematics Educators ◽  
The Board Of Directors

The quality of the Arithmetic Teacher is very much dependent on the voluntary efforts of many mathematics educators. The journal has profited from the experience of those who have served as member of the Editorial Panel, editors. members of reader advisory panels. reviewers, and referees. Member of the Editorial Panel are appointed by the President of NCTM. with the approval of the Board of Directors. In April 1989, Francis (Skip) Fennell completed a four-year term including the last two as chairman. He served as the editor for the February 1988 focus issue on early childhood education and has provided significant leadership in the work of the panel. Edward Rathmell completed his four-year term, having recently served as coeditor of the February 1989 focus 1ssue on number sense. His work on the Standards was especially helpful in assisting the panel's work.

Early Childhood Corner: Laying the Foundation for Computational Fluency in Early Childhood

2003 ◽  
Vol 9 (6) ◽  
pp. 306-309
Author(s):  
Sharon Griffin
Keyword(s):  
Early Childhood ◽  
Mathematics Teaching ◽  
Mathematical Knowledge ◽  
Number Sense ◽  
Deep Understanding ◽  
Dominant Focus ◽  
Computational Fluency ◽  
Types Of Knowledge ◽  
Recent Recommendation ◽  
Different Types

Educators tend to think of computational fluency and number sense as two different types of mathematical knowledge. Computational fluency seems to entail a well-practiced and efficient use of procedures to compute how many items are in a set or how many there will be if sets are joined or separated. Number sense seems related to a deep understanding of the meaning of numbers. Through the phrasing of its major curriculum recommendations, NCTM may have unintentionally reinforced the tendency to think of these two types of knowledge as distinct or as opposed in some fundamental way. An oppositional frame of mind about these forms of knowledge is prompted by the suggestion that mathematics teaching should move away from an emphasis on facts and procedures and toward a focus on number sense (NCTM 1989), as well as a more recent recommendation that number sense should remain the dominant focus in mathematics teaching but computational fluency should not be neglected (NCTM 2000). One begins to wonder whether the two types of knowledge are acquired in different contexts and whether they require different methods of teaching. Nothing could be further from the truth.

Early Childhood Corner: Teaching with Blocks

2009 ◽  
Vol 15 (8) ◽  
pp. 460-463
Author(s):  
Jennifer Taylor-Cox
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Young Children ◽  
Number Sense ◽  
Spatial Thinking ◽  
Mathematical Foundation ◽  
Computation Geometry ◽  
Early Childhood Classrooms ◽  
And Algebra

Blocks are powerful mathematical tools when used to teach young children early concepts in measurement, number sense, computation, geometry, data analysis, and algebra. For nearly one hundred years, blocks have played a role in early childhood classrooms (Smith 2001). Yet not everyone understands the mathematics conceptbuilding power associated with blocks. From sorting to patterning, young children can build a strong mathematical foundation one block at a time. This article examines how blocks can be especially useful in engaging children in activities that address algebraic, geometric, and spatial thinking.

scholarly journals El currículo del número en educación infantil. Un análisis desde una perspectiva internacional

2016 ◽  
Vol 10 (3) ◽  
pp. 135-160
Author(s):  
Ángel Alsina
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching Practice ◽  
Number Sense ◽  
National Curriculum ◽  
International Perspective ◽  
International Guidelines ◽  
Childhood Education ◽  
Conventional Notation

En este artículo se realiza un análisis de las orientaciones internacionales sobre la enseñanza del número en general y la adquisición del sentido numérico en particular, durante la etapa de educación infantil. Estas orientaciones sirven de base para analizar el currículo nacional y ofrecer algunos andamios para avanzar hacia el desarrollo del pensamiento numérico en las primeras edades. Se concluye que es necesario centrar las prácticas docentes en la comprensión del número, en las distintas representaciones de este (evitando la insistencia en la enseñanza de la notación convencional) y en el significado de las operaciones elementales. The number curriculum in early childhood education. An analysis from an international perspective This article carries out an analysis of international guidelines on teaching numbers in general and the acquisition of number sense particularly, during Early Childhood Education. These guidelines provide a basis for analysing the national curriculum and for offering some scaffolding to contribute towards the development of numerical thinking in early ages. The study concludes that teaching practice needs to be centred on understanding numbers, on different representations of them (avoiding the insistence on teaching conventional notation) and on the meaning of basic operations.Handle: http://hdl.handle.net/10481/40448WOS-ESCINº de citas en WOS (2017): 1 (Citas de 2º orden, 0)

Early Childhood Corner: Developing Five-ness in Kindergarten

2007 ◽  
Vol 14 (4) ◽  
pp. 226-231
Author(s):  
Janice Novakowski
Keyword(s):  
Early Childhood ◽  
Number Sense ◽  
Primary Grade ◽  
Significant Time ◽  
Early Primary ◽  
Grade Classroom

In the early primary grade classroom, significant time is dedicated to developing number sense. Number sense is much more than being able to write numerals, count a quantity of objects, or recognize a set of a specific quantity of objects. Number sense is knowing, for example, what five is in a variety of contexts and representations. The essence of understanding “five-ness” is understanding what the symbol 5 indicates and how five can be represented and visualized in different ways.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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