Early Childhood Corner: Mathematical Concepts Come Alive in Pre-K and Kindergarten Classrooms

• Published in: Teaching children mathematics 2006-11, Vol.13 (4), p.226-231
• Main Authors: Huber, Lynn L., Lenhoff, Rosalyn S.
• Format: Article
• Language: English
• ISSN: 1073-5836; 2327-0780
• DOI: 10.5951/TCM.13.4.0226

What do you think of when you are asked to explain how children learn mathematics? Do you visualize algorithms, workbooks, accurate calculations, solitary effort, and one correct answer? Or do you visualize problem solving, multiple ways of knowing, meaning making, working with peers, many possible responses, and numerous ways to represent? Current practice often seems to reflect the first view. Many teachers see themselves as information givers whose goal is to have everyone arrive at the same answer in the same way. However, research on children's learning clearly supports the second view, in which teachers see themselves as facilitators who guide students to think and solve problems on their own, discuss their ideas with peers, and represent solutions in various ways (Bredekamp and Copple 1997; Kamii 2000; Marcon 1994, 2002). As facilitators, teachers focus on meaningful mathematical tasks, develop rich environments, create opportunities for learners to collaborate, and encourage learners to talk and write about the mathematics learned (Van de Walle 2004).