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Ohio Department of Education – Preschool Mathematics Education PD

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Ohio Department of Education – Preschool Mathematics Education PD
Teaching Young Learners with
the Ohio Early Mathematics
Standards in Mind
Module Three
Sponsored by the
Ohio Department of Jobs &
Family Services in collaboration
with the Ohio Department of
Education
Module 3:
Overview of Session


How do children develop
geometric reasoning through
play?
What kinds of activities are
developmentally appropriate for
exploring measurement & data
analysis?
Building Geometric Reasoning
What are students learning by
interacting with each of these
center activities? (Backmapping)
How would you adjust the
activities for your young learners?
Levels of Geometric Thinking

Level 0: Visualization
• Recognizing and naming figures and
shapes

Level 1: Analysis
• Describing attributes of figures and
shapes

Level 2: Informal deduction

Level 3: Deduction

Level 4: Rigor
Van Hiele Model of
Geometric Reasoning


Students need MANY experiences
sorting materials AND explaining to
others why they sorted the way they
did
Experience/play enables students to
move through the levels
Geometry Standards
Age 3


Begins to match and name
2D and 3D shapes, first
only with same size and
orientation, then shapes
that differ in size and
orientation
Age 6


Uses shapes separately to
create pictures


Describes object locations
with spatial words s.a.
under/behind and builds
simple “maps” with toys
such as houses, cars, and
trees
Box

Recognizes and names a
variety of 2D & 3D figures
in any orientation
Describes basic features
of shapes (e.g., number
of sides or angles)
Makes a picture by
combining shapes
Builds, draws, or follows
simple maps of familiar
places such as the
classroom or playground
Measurement




How do children learn about measurement
in your classroom?
What does measurement mean for a
young learner?
How do your preschool children learn
about measurement through their
spontaneous play and investigation?
How can you focus on measurement as an
intentional teacher?
Measurement Activity
Estimating and
measuring
with non-standard
(and standard)
units of measure
Measurement Standards


Age 3
Recognizes and
labels measurable
attributes

Begins to compare
and sort according
to attributes

Age 6
Tries various
processes and
units for
measurement and
begins to notice
results of different
methods
Uses nonstandard
measuring tools
Wrap-up

Given all that we have discussed
and all that we experienced …
• How would you define
“mathematical competence” in
your preschool learner?
• How do we help develop these
competencies through our
interactions with these young
learners?
Mathematical competence
(National Research Council, 2001)
1.
Conceptual understanding
2.
Procedural fluency
3.
Strategic competence
4.
Adaptive reasoning
5.
Productive dispositions
Fly UP