Fractions in the Early Childhood Mathematics Curriculum

1988 ◽  
Vol 35 (6) ◽  
pp. 56-60
Author(s):  
Nadine S. Bezuk
Keyword(s):  
Early Childhood ◽  
Mathematics Curriculum ◽  
Mathematics Learning ◽  
Peanut Butter ◽  
Early Childhood Curriculum ◽  
Early Childhood Mathematics ◽  
Everyday Lives

Fractions! This word evokes anxiety, discomfort, and even fear in many children (and even adults) and dismay in the teachers who have to teach them. However, experiences with fractions are part of children's everyday lives. Half a peanut butter sandwich, half an a pple, and a quarter of a dollar are fractions that children often encounter. The early childhood curriculum can capitalize on children's interest in their environment and their awareness of the existence of fractions in their world while laying the foundation for some important mathematics learning.

An ontology of off-task behavior in a number activity: The body, space-time, and mathematics

2020 ◽  
pp. 146394912091716
Author(s):  
Lin Chen
Keyword(s):  
Early Childhood ◽  
Mathematics Learning ◽  
Space Time ◽  
The Body ◽  
Mathematical Ability ◽  
Early Childhood Mathematics ◽  
Dominant Discourse ◽  
Task Behavior ◽  
Conceptual Construction ◽  
And Mathematics

This article aims to interrogate the Cartesian rationality determining current early childhood mathematics by highlighting the irrational aspect of mathematics learning, which is usually underemphasized and even devalued by the dominant discourse. Using Deleuze and Guattari’s concept of refrain as the method, the article explores the unfolding emergence of a child’s off-task behavior in a number activity as it conceptualizes the child’s body in relation to its surroundings. The article also explores how this conceptualization of off-task behavior helps to rethink mathematical ability and conceptual construction in responding to and elaborating on research on embodied mathematics. Based on these explorations, the article hopes to contribute a strategy for the vision of adopting a more democratic manner in mathematics learning.

scholarly journals Connecting expectations of Te Whāriki and The New Zealand Curriculum: Examples of mathematical practices

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jane McChesney ◽  
Margaret Carr
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mathematics Curriculum ◽  
First Year ◽  
Mathematical Activity ◽  
Early Childhood Mathematics ◽  
Conceptual Tool ◽  
Mathematical Practices ◽  
Childhood Education ◽  
Te Whāriki

The first year of primary school aims to be closely connected with early childhood education, yet this is often invisible in the curriculum of specific subjects. This paper sets out an approach that uses mathematical practices as a curriculum tool that reconceptualises school mathematics. Using the early childhood mathematics framework of Te Kākano, the strands of mathematical practices are important descriptors of mathematical activity for children. We describe examples of mathematical learning from both early childhood and the first year of school, and make a case for using mathematical practices as a conceptual tool for designing a mathematics curriculum in the first years of school.

Building a Scope and Sequence for Early Childhood Mathematics

1985 ◽  
Vol 33 (2) ◽  
pp. 8-11
Author(s):  
Delbert W. Mueller
Keyword(s):  
Early Childhood ◽  
Nursery School ◽  
Kindergarten Teachers ◽  
Early Childhood Curriculum ◽  
Early Childhood Mathematics ◽  
Mathematical Experience

Educators and parents agree that some type of mathematical experience should be part of an early childhood curriculum. Nursery school and kindergarten teachers plan activities that reflect a mathematical focus, but they ask questions such as, “What mathematics is best for preprimaryaged children?” “What kinds of experiences should be offe red?” “What nonnumber activities are recommended?” “When should I introduce number?” “Is there an approved scope and sequence to follow?”

Mathematics in early childhood: Nourishing and nurturing Te Kakano

2017 ◽  
Vol 21 (2) ◽  
pp. 3-7 ◽  
Author(s):  
Jane McChesney
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Mathematics Learning ◽  
Mathematical Framework ◽  
Early Childhood Mathematics ◽  
Mathematical Learning ◽  
Mathematical Practices ◽  
Childhood Education ◽  
Te Whāriki

Mathematics learning in early childhood education is strongly supported by existing resources of a mathematical framework (Te Kākano) and a curriculum tool, Te Aho Tukutuku. With the publication of the update of Te Whāriki, this article revisits these three resources in order to identify important threads of mathematical learning. A discussion of mathematical practices with examples sets out possibilities for further strengthening of early childhood mathematics.

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