Week Ten: Early Mathematical Understandings

Reflection

Children's numeracy skills are a key focus in teacher education. The introduction of number and counting is one of the most important fundamentals of early years learning. The process of identifying the word, numeral and visualisation of numbers is a key building block in the process of moving onto more complex mathematical problems1,3.  

There is a shift from traditional block and building construction to a new focus on 'arranging,' in which children use open-ended materials to design4. This concept is new to me. In fact, having struggled with my own mathematical ability since school, I find maths concepts overwhelming. For this reason, I feel that the teaching of numbers and counting efficiently and comprehensively is of vital importance in young peoples' learning. 'Arranging,' aligns with early years play-based pedagogy while facilitating mathematics learning as children create elaborate and aesthetically pleasing creations4. As this is an area I had considerable trouble with in my early years schooling, I have since been hindered in aspects of my teenage and adult life due to not having a sound grounding in the concepts built upon in numbers and counting.

The above is an example of an open-ended resource that could perhaps be used for a concept such as one-to one counting. 

The difference between rote learning in numbers and counting and actually understanding the concepts behind mathematics is a major point of importance. If a child simply counts from memory patterns without understanding why, then they will be hampered in understanding mathematical concepts in future years. 

Bibliography:

1. Eisenhauer, M. J., & Feikes, D. (2009). Dolls, blocks, and puzzles: Playing with mathematical understandings. YC Young Children, 64(3). 18-24. Retrieved from http://search.proquest.com/docview/197631869? accountid=14723

2. Perry, B., Dockett, S., Harley, E. (2008). The Early Years Learning Framework for Australia and the Australian Curriculum: Mathematics – Linking Educators’Practice through Pedagogical Inquiry Questions. Retrieved from

http://www.merga.net.au/sites/default/files/editor/books/1/Chapter%208%20

3. Phillips, L. (2013). Week Ten: Early Mathematical Understandings [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia. 

4. Southey, S. (2012). Design + Play = Maths. Educating Young Children 18(1), 42-44.