Algebra For Tots
“We’re not talking about teaching algebra, we’re talking about teaching
the kind of thinking that helps children think in algebra – and think
in other higher mathematics.” Dr. Lynn Hart,Child Math Expert
When you think of preschool, you probably think of finger-painting and
blocks – not algebra. But, a national group of math teachers has come
out with new standards that include algebraic concepts for three and four-year-olds.
Three-year-old Nicole Smith knows how to put numbers in order and she
knows how to stack blocks from largest to smallest. “The biggest goes
last and the smallest goes on the top,” says Nicole.What Nicole doesn’t
realize is that she is learning basic algebraic concepts. At least according
to new standards by the National Council of Teachers of Mathematics. “But
we’re not talking about teaching algebra. We’re talking about teaching
the kind of thinking that helps children think in algebra – and think
in other higher mathematics,” says child math expert Dr. Lynn Hart.Experts
say it’s important to introduce these concepts to three and four-year-olds
at school and at home. It is especially important to discuss and work
on activities like sorting and patterning. “Asking them to sort the silverware
– ‘can we get all the forks and knifes and spoons together?’ – what a
wonderful sorting activity. And it’s things that parents can do with their
kids that are just normal household activities, but then talking about
it.” Says Dr. HartDr Hart also feels one of the easiest exercises you
can do at home with children is sound patterns. An example of this might
be to do a “clap clap snap, clap clap snap” game. Ask the child to repeat
the pattern that you make and then later ask the child to add on to that
pattern. Experts say this algebraic thinking will help children years
later in school and at home – whether or not these preschoolers realize
it now .In addition to algebra recommendations for preschoolers, the National
Council of Teachers of Mathematics’ new standards recommend math goals
for kids through grade 12.
The Equity Principle
Excellence in mathematics education requires high expectations and strong
support for all students. Regardless of their personal characteristics,
background, or physical challenges, all students must have opportunities
to study – and support to learn – mathematics. This does not mean that
every student should be treated the same. But all students need access
to a coherent, challenging mathematics curriculum that is taught by competent
and well-supported mathematics teachers. Too many students – especially
students who are poor, not native speakers of English, disabled, female,
or members of minority groups – are victims of low expectations in mathematics.
For example, “tracking” (grouping students by ability) has consistently
consigned disadvantaged groups of students to mathematics classes that
concentrate on redemption or do not offer significant mathematical substances.
The Equity Principle demands that high expectations for mathematics learning
be communicated in word and deeds to all students.
Source: National Council of Teachers of Mathematics
Play Is Children’s Work -How Parents can Encourage Mathematical
Thinking
Children learn by exploring their world. Everyday activities are natural
vehicles for developing mathematical thinking. When a parent places crackers
in a toddler’s hands and says, “Here are two crackers – one, two,” or
when a three-year-old chooses how she wants her sandwich cut – into pieces
shaped like triangles, rectangles, or small squares – mathematical thinking
is occurring. As a child arranges stuffed animals by size, an adult might
ask, “Which animal is the smallest?” Through careful observation, conversations,
and guidance, adults can help children make connections between the mathematics
in familiar situations. Because young children develop a disposition for
mathematics from their early experiences, opportunities for learning should
be positive and supportive.
Source: Principles and Standards for School Mathematics
Resources
National Council of Teachers of Mathematics
Principles
and Standards for School Mathematics
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