Mathematics with Young Children Topic 2022

Running head: MATHEMATICS WITH YOUNG CHILDREN
1
STUDENT NAME:
STUDENT ID:
TOPIC: MATHEMATICS WITH YOUNG CHILDREN
DATE: 22-08-2019

MATHEMATICS WITH YOUNG CHILDREN
2
Contents
Introduction................................................................................................................ 3
Topic 1 Early mathematical development: Curricula and learning progressions........3
Topic 2 Attitudes and beliefs of early mathematics educators...................................6
Topic 3 Play-based mathematical learning.................................................................7
Topic 4 Practices and pedagogies to support mathematical learning........................8
Topic 5 Resources to support mathematical learning..............................................10
Topic 6 Assessment and planning for mathematical learning..................................10
References............................................................................................................... 12

MATHEMATICS WITH YOUNG CHILDREN
3
Introduction
Children’s learning in the first six years of life is effectively demonstrated with importance in
mathematics. There should be an engaging climate which helps to encounter and develop the use
of mathematics in young children. An emergent curriculum approach is based while teaching
mathematics to young children. A major focus on educational programs is ensured with ECEC
settings that is early childhood education and care. Belonging being is ensured with the early
years learning framework that is effectively addressed while specifically targeting the young
children importance of mathematics. As such teachers ensure to foster the learning opportunities
that help to create and organize teaching standards of mathematics and ensure daily activities to
be performed in teaching (Anne & Trevor, 2013). There is a particular level of competence
which deals in teaching mathematical knowledge and operations. Beliefs and attitudes towards
mathematical knowledge and operations are observed and young children’s attitude towards
mathematics is observed. Mathematical symbols and languages are addressed while using
learning patterns of teaching and communicating towards the behavioral markers in early
childhood.
Topic 1 Early mathematical development: Curricula and
learning progressions
There is a challenge that is intentional towards teaching mathematical concepts that ensure a
compounded and minimal response to teach mathematics to children in the first six years of life.
The mathematics professional development subject is the major focus on implementation studies
to the learning-based systems. Several kinds of hindrances aim in teaching young children,
Pedagogical strategies and intent of mathematical ideas are the major important factor that
ensures a personal level of competence in teaching mathematics. At times there is personal
mathematics anxiety that is felt by mathematical experts while should be controlled. There is
uncertainty that is addressed in teaching which should be avoided. A mathematical teacher
should work on formal and informal ways of teaching which should be thoughtful and will
ensure pedagogical knowledge in teaching. Implementing the knowledge of teaching
mathematics, teachers should work on standards of teaching, preparing curriculum and
addressing ways of teaching (Clements & Sarama, 2009). There should be a dosage,
responsiveness, differentiation, control, adaptation and continuum flow of teaching that is

MATHEMATICS WITH YOUNG CHILDREN
4
rigorous and should ensure teaching methods. There is a range of factors that are internal and
external factors that need to be controlled over a period which is valid in understanding the far
higher changes that are required in teaching. Assessment, measurement and controlling the ways
of mathematical teaching is essential which needs to be ensured and emphasized. Multiple case
implementation studies need to be analyzed and ensured such as teaching geometry, operations,
data collection, etc formally. The number sequence, number clothesline, toy box, lost button,
clown line-up, and other aspects need to be studied similarly.
Young children learn mathematics while focusing on several activities such as adapting nursery
rhymes in the early years and stories that help in teaching mathematics. This is the best way of
engaging students in learning aspects. Introducing stories and working on mathematics lessons is
the prime concept of teaching. This helps to connect students and teachers immediately. Working
on several concepts that help to build knowledge and interest of young children is the key role of
teachers. Nursery rhymes provide a context to mathematical task. Real-world contexts are
explored in the activities as young children learn to accept the language of mathematics. Another
strategy that engages is the observational method. Some students grasp mathematics and apply
the concepts in real-world life while determining numerical as the way to ensure number game.
Proficiency strands are introduced that includes fluency, problem-solving, reasoning, etc. The
relationship of proficiency and content is equally measured which leads to thinking and working
on mathematics. Six years of students are typically in class 1 or 2. This means a grouping series
tend to ensure the content and exposure of mathematical concepts of teaching numeric and tables
(Clarke & Clarke, 2012).
A sense of number, sequence, order, and pattern is developed by teachers to engage in learning
aspects of mathematics. Learning mathematics is vital in these years as it provides awareness
about numbers and helps to understand the attributes of objects. The understanding revolves
around the representation and activities undertaken to improve direction and awareness of
mathematical standards. Movement, direction, presentation, data collection, attributes of objects,
quantities of measurement, chance events, etc are predicted within the learning standards.
Experiences and understanding of early year childhood are prime factors that provide foundation
of statistics, algebraic and multiplicative thinking. These are the concepts that are developed by
stepwise. There are basic mathematical questions that need to be addressed while identifying the