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Promote Creative Instruction and Mathematical Thinking for Young Children

Promote Creative Instruction and Mathematical Thinking for Young Children. Chia Jung Yeh, Ph.D. Texas Woman’s University Ajay Singh Assistant Professor Western State Colorado University. Agenda. Introducing Evidence-based Practices for Early Maths .

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Promote Creative Instruction and Mathematical Thinking for Young Children

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  1. Promote Creative Instruction and Mathematical Thinking for Young Children Chia Jung Yeh, Ph.D. Texas Woman’s University Ajay Singh Assistant Professor Western State Colorado University

  2. Agenda • Introducing Evidence-based Practices for Early Maths. • Introducing Creative Mathematics Teaching Model. • Providing Hands-on Experiences in Groups. • Sharing your activities based on creative mathematics model promoting Mathematical Thinking and creativity.

  3. Introduction Today, many students struggle with math or science (Haycock, 2001). The benefits of mathematics, such as helping young children make sense of the world around them, understanding their physical world (Clements & Sarama, 2009) Math courses help students develop higher logical thinking skills; and math knowledge is an essential foundation for science, engineering, and research development (Gutstein, 2007).

  4. Types of Knowledge 1. Social Knowledge Must be told or taught by others, such as customs, particular names, and labels for things. 2. Physical Knowledge Based on enough time of exploration through the physical world, like “Play.” Cannot be taught. 3. Logical-Mathematical Knowledge Can only be developed or constructed within the mind of the learner. For example, the construction of knowledge about relationships between objects. Cannot be taught.

  5. Early Mathematics The core of any early education mathematics curriculum should focus on (TEA, p.85): Developing young children’s ability to problem solve, Developing their capacity to ask thoughtful questions, Recognizing problems in their environment, Using mathematical reasoning with familiar materials in the classroom, Using concrete materials that are developmentally appropriate for the children to manipulate, and Incorporating math concepts and instruction throughout the entire preschool day.

  6. Mathematics Education for Young Children The Goals of Mathematics Education for Young Children: Promote the development of mathematical thinking Develop positive attitudes towards mathematics

  7. Creative Development • Traditional Creativity Education • Children should also come to appreciate the creativity that is the heart of mathematics (Clements & Sarama, 2009, p.7) • Constructive Process: Variation & Choice • Analysis and Practice Thinking: Explanations, Clarifications and explicit misconceptions • Multifaceted Views of Creative Education： • Cognitive Dimension • Affective Dimension • 3. Social Dimension • 4. Cultural Dimension

  8. Creative Mathematics Teaching Model Questions-Posed Problem-Solving Sharing & Evaluation Variation • Previous Experiences • MeaningfulLife • Non-Routine problems • Consensus • Children's ideas • Math concepts • Conventional solutions • Discuss • Questions • Dialectics Choice

  9. Examples • Measurement • Direction • Estimating

  10. Measurement Activities Questions Posed I would like to know which paper is bigger. Could you please help me decide which paper is bigger? Which methods should I use to find out the answer?

  11. Measurement Tools & Early Measurement Methods Provide various measurement tools, so that children can use a variety of ways to measure the items in the classroom.

  12. Solutions Picture 2 Picture 1 Picture 5 Picture 4 Picture 3 Picture 6

  13. Solution 2

  14. Solution 3

  15. Problem-Solving

  16. Creative Thinking Strategies Brainstorming : Gradual limit or focus Besides this, do you have another solution? Do you have a different solution? Open Focus If we do not have any tools, which methods could we have to compare the two big pieces of paper?< Variation> If I would like to know how big this room is, what measurement methods could I use? <Area> Which solution would be more effective? ～ <Practical thinking> If all we have is a garbage bag, how can we measure the big piece of paper? <Unite copy>

  17. Unit Development Picture 1 Picture 2 Picture 3 Picture 4

  18. Measurement Methods Picture 4 Picture 1 Picture 2 Picture 3 Picture 6 Picture 5

  19. Second Activity : Direction Finding Questions Posed John wanted to go out to buy ice cream, but he got lost after he left his house. Could anyone help him to find his way to the shop?

  20. Invite students to share their methods

  21. Work Sheet Record

  22. Work Sheet Record 2

  23. Sharing and Evaluation

  24. Guessing and Estimating Questions Posed We went to the toy store and wanted to buy the biggest bag of balls for school, but we do not know which bag has the most. Can anyone help us to find the one with the most balls?

  25. Brainstorm-Variation

  26. Sharing & Evaluation

  27. Hands on Activity • Please work in a group to brainstorm questions posed in the following topics based on Creative Mathematics Teaching Model. a. Counting skills b. Adding and taking away skills c. Geometry and spatial sense skills d. Measurement skills e. Classification and patterning Skills • What makes a good math curriculum for young children to promote creativity and mathematical thinking?

  28. Conclusion • The good quality of math curriculum for young children should: • Children can discover mathematics through finding answers by any methods. • Children should learn to apply mathematics to every day problems. • Children are able to involve in manipulation and problem solving processes. • Children can develop positive mathematics attitudes. • The curriculum should provide opportunities for both creative invention and practice. • Teachers should help children see connections between various types of solutions and mathematic topics or concepts.

  29. References • Clements, D. H., & Sarama, J. A. (2009). Learning and Teaching Early Math: The Learning Trajectories Approach. New York: Routledge. • Sarama, J., & Clements, D. H. (2009). Early Childhood Mathematics Education Research: Learning Trajectories for Young Children. New York: Routledge. • Aunio, P., Hautamäki, J., & Van Luit, J. H. (2005). Mathematical thinking intervention programmes for preschool children with normal and low number sense. European Journal of Special Needs Education, 20(2), 131-146. doi:10.1080/08856250500055578 • Harper, K. A. (2010). Demystify math, science, and technology: Creativity, innovation, and problem-solving. Teaching Children Mathematics, 17(4), 260. Retrieved from EBSCOhost. • Clements, D. H., & Sarama, J. (2007). Effects of a preschool mathematics curriculum: Summative research on the Building Blocks project. Journal for Research in Mathematics Education, 38, 136-163.

  30. Q & AThank You for your participation Chia Jung Yeh cyeh@twu.edu Ajay Singh ajaysingh363@gmail.com

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