ECM101 Development of Early Childhood Numeracy
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The document discusses the van Hiele model of geometric thinking, detailing its five developmental levels from visualization to rigor, with instructional implications for each. It emphasizes the importance of using concrete materials and engaging activities to enhance geometric understanding and visualization skills in pre-school education. Additionally, the document provides examples of counting strategies and activities to support the development of numerical understanding.
ECM101 Development of Early Childhood Numeracy
- 1. Organizer Pre-School Education Unit Ministry of Education, Singapore
- 2. Slides are available at Lecturer www.i-teach-k.blogspot.com Yeap Ban Har www.facebook.com/MCISingapore yeapbanhar@gmail.com
- 4. introduction from 1992 to 2013
- 7. “Mathematics is an excellent vehicle for the development and improvement of a person’s intellectual competencies” Singapore Ministry of Education 2006
- 9. looking for patterns
- 10. number sense
- 12. what to teach
- 13. how to teach
- 15. Use 3 pieces. Make a rectangle.
- 16. See www.facebook.com/MCISingapore under the Photo Album Tangrams for more solutions
- 19. Development of Geometric Thinking van Hiele Model of Geometric Thinking There are 5 levels: • Level 0: Visualisation • Level 1: Analysis • Level 2: Informal Deduction • Level 3: Deduction • Level 4: Rigour The levels are sequential – must start at the basic level.
- 20. Level 0: Visualisation • Recognise the appearance of the shapes (look sort of alike) • Properties are incidental to the shape (implicit) “A square is a square because it looks like a square.”
- 21. Implications for Instruction Level 0: Visualisation • Provide concrete materials that can be manipulated • Include different and varied examples of shapes • Involve lots of sorting, identifying, and describing of various shapes • Provide opportunities to build, make, draw, put together and take apart shapes
- 22. Level 1: Analysis • More aware of the properties of a shape than to its appearance • Use properties to define categories of shapes (able to list the properties but not the relationships among the properties)
- 23. Implications for Instruction Level 1: Informal Deduction • Engage in the same activities as level 0 but the focus of the activities should be on the properties of the shapes, not identification • Classify shapes by properties • Derive generalisation by studying examples • Use appropriate vocabulary
- 24. Level 2: Informal Deduction • Understand the relation of properties within and among figures “A square is a rectangle, a rectangle is parallelogram which is also a quadrilateral.”
- 25. Level 3: Formal Deduction • Construct proofs to determine the truth of a mathematic statements Level 4: Rigour • Highly abstract form of geometric thought
- 26. Summary Understand the importance of visualisation and geometric thinking (van Hiele model of geometric thinking ) Use activities to reinforce visualisation skills • Tangram activity • Grandfather Tang’s story • Create your own picture
- 27. Ordinal, Cardinal & Nominal Numbers
- 29. • Cardinal Number • Ordinal Number • Nominal Number • Measurement Number Siti Michael John
- 30. ordinal number
- 32. Problem Arrange the ten cards so that you can do what is shown to you.
- 33. Method 1 – by drawing
- 34. Method 2 – by using the cards
- 35. Scarsdale Teachers’ Institute, New York
- 37. rational counting
- 40. addition • strategies Count All • Count On • Count On + Commutative Property • Make Ten • Number Facts (1 + 1 to 9 + 9)
- 45. These two players with cards on their I see 8 and 5 forehead cannot see their own card but so I should can see the other person’s card. The goal say the sum. 13 is to say what number is on her own forehead. Santiago, Chile
- 48. What if a child is already proficient in counting – which is the main purpose of the activity? They may be asked to observe a pattern to suggest a winning strategy.
- 49. Ministry of Education Singapore
- 51. Pa-Pa-Lang by one of my nephews