My Statement of Philosophy of Early Mathematics
As an educator of young children, I believe teaching early mathematics is essential to supporting children’s learning about the world around them, and to support children in building a strong foundation for later success in school as well as in their adult lives. In the text Learning and Teaching Early Math: the learning trajectories approach, by Douglas H. Clements and Julie Sarama (2014), the authors write that “Teachers are responsible for bringing the knowledge and intellectual delight of mathematics to all children, especially those who have not yet had many high-quality educational experiences,” and “Good education allows children to experience mathematics as they play in and explore their world” (Kindle Location 300).
As children’s primary job is “Play”, I believe that in early mathematics development, every child is a unique “scientist” who is curious and is learning to solve mathematical problems by experimenting, observing, measuring, and communicating. As a teacher, understanding and respecting how children learn is critical. According Clements and Sarama (2014), as is the case in other developmental progressions of learning, children develop and learn mathematical skills and ideas in their own ways, as well as following natural developmental progressions. (Goode, Diefendorf, & Colgan, 2011) Additionally, teachers should teach with specific goals and objectives in mind, and on a daily basis, and teachers should plan and implement appropriate, effective, and individualized mathematical activities for all children.
To encourage mathematical experimentation, observation, and communication, the learning environment is the other important element in early mathematical development. As a teacher, besides keeping the environment that is caring and safe, I will also create a well-organized and child-centered math-rich environment that provides many opportunities for all children to investigate, to reflect, to work on, and to interact with in order to solve real life mathematical problems. Teacher’s role is correspondingly as important as the math-rich environment. As a teacher, I will support all children in learning mathematical concepts by immersing and encouraging children to engage in play and facilitating children to become problem solvers. Nowadays, technology becomes a common tool used by both school and home to support all children in mathematical learning, even though it also comes with controversy. However, when it’s well-planned, supported and assisted by responsible adults, using technology is not only a help to all children in learning mathematics, but also provides opportunities for children with special needs to practice in developing various mathematical skills. Technology also assists teachers in implementing developmental assessments and stores data in order to provide appropriate activities and enhance all children’s learning.
As the child’s first and primary teacher and the earliest learning setting, parents and homes are responsible to provide opportunities and supports for children in mathematical learning. Besides supporting the children at school, I will connect with families by incorporating aspects of culture and diversity. With a trust and strong base in relationship, I will encourage families to fully engage in their children’s mathematical learning both in home and school. Also, I will support families to promote appropriate mathematical experiences, skills, knowledge, and resources as much as learning literacy in home setting.
As Clements and Sarama (2014) state in the text, Learning and Teaching Early Math: the learning trajectories approach, “All children learn from good mathematics education” but “Children at risk or with special needs need more time, more mathematics” (Kindle Location 7876). As an educator of young children, I believe early intervention is critical for children with special needs because “Intervention is likely to be more effective and less costly when it is provided earlier in life rather than later” (Goode, Diefendorf, & Colgan, 2011). Consequently, as a teacher, I will start early on supporting and helping children at risk and children with special needs to learn and to develop mathematical abilities and skills. To fully support children in learning and developing various skills, partnering with parents and families is essential. In the same ways of working with parents and families on other areas of development, building trust relationship and working closely with parents and families of children at-risk or with special needs will have significant impact on children's learning in mathematics. Therefore, I will use suggestions from Clements & Sarama (2014) when work with children at risk and children with special needs as well as their parents and families.
For children (Kindle Location 8329):
• Identify the most critical content and target specific areas of need.
• Use learning trajectories and formative assessment.
• Ensure that all teachers get and use ongoing assessment data on their students and ongoing feedback that helps them use these data to adjust instruction.
• Encourage students to verbalize their thinking or their strategies
For parents (Kindle Location 8341):
• Share information on children’s performance with parents
• Provide clear, specific feedback to parents on their children’s mathematics achievement.
• Use clear and concise language and have children actively participate in using several models for math concepts
• Find other interventions that are research-based and fits your needs.
In 2002, the National Association for the Education of Young Children (NAEYC) and the
National Council of Teachers of Mathematics (NCTM) concluded the joint position statement Early Childhood Mathematics: Promoting Good Beginnings with:
As children’s primary job is “Play”, I believe that in early mathematics development, every child is a unique “scientist” who is curious and is learning to solve mathematical problems by experimenting, observing, measuring, and communicating. As a teacher, understanding and respecting how children learn is critical. According Clements and Sarama (2014), as is the case in other developmental progressions of learning, children develop and learn mathematical skills and ideas in their own ways, as well as following natural developmental progressions. (Goode, Diefendorf, & Colgan, 2011) Additionally, teachers should teach with specific goals and objectives in mind, and on a daily basis, and teachers should plan and implement appropriate, effective, and individualized mathematical activities for all children.
To encourage mathematical experimentation, observation, and communication, the learning environment is the other important element in early mathematical development. As a teacher, besides keeping the environment that is caring and safe, I will also create a well-organized and child-centered math-rich environment that provides many opportunities for all children to investigate, to reflect, to work on, and to interact with in order to solve real life mathematical problems. Teacher’s role is correspondingly as important as the math-rich environment. As a teacher, I will support all children in learning mathematical concepts by immersing and encouraging children to engage in play and facilitating children to become problem solvers. Nowadays, technology becomes a common tool used by both school and home to support all children in mathematical learning, even though it also comes with controversy. However, when it’s well-planned, supported and assisted by responsible adults, using technology is not only a help to all children in learning mathematics, but also provides opportunities for children with special needs to practice in developing various mathematical skills. Technology also assists teachers in implementing developmental assessments and stores data in order to provide appropriate activities and enhance all children’s learning.
As the child’s first and primary teacher and the earliest learning setting, parents and homes are responsible to provide opportunities and supports for children in mathematical learning. Besides supporting the children at school, I will connect with families by incorporating aspects of culture and diversity. With a trust and strong base in relationship, I will encourage families to fully engage in their children’s mathematical learning both in home and school. Also, I will support families to promote appropriate mathematical experiences, skills, knowledge, and resources as much as learning literacy in home setting.
As Clements and Sarama (2014) state in the text, Learning and Teaching Early Math: the learning trajectories approach, “All children learn from good mathematics education” but “Children at risk or with special needs need more time, more mathematics” (Kindle Location 7876). As an educator of young children, I believe early intervention is critical for children with special needs because “Intervention is likely to be more effective and less costly when it is provided earlier in life rather than later” (Goode, Diefendorf, & Colgan, 2011). Consequently, as a teacher, I will start early on supporting and helping children at risk and children with special needs to learn and to develop mathematical abilities and skills. To fully support children in learning and developing various skills, partnering with parents and families is essential. In the same ways of working with parents and families on other areas of development, building trust relationship and working closely with parents and families of children at-risk or with special needs will have significant impact on children's learning in mathematics. Therefore, I will use suggestions from Clements & Sarama (2014) when work with children at risk and children with special needs as well as their parents and families.
For children (Kindle Location 8329):
• Identify the most critical content and target specific areas of need.
• Use learning trajectories and formative assessment.
• Ensure that all teachers get and use ongoing assessment data on their students and ongoing feedback that helps them use these data to adjust instruction.
• Encourage students to verbalize their thinking or their strategies
For parents (Kindle Location 8341):
• Share information on children’s performance with parents
• Provide clear, specific feedback to parents on their children’s mathematics achievement.
• Use clear and concise language and have children actively participate in using several models for math concepts
• Find other interventions that are research-based and fits your needs.
In 2002, the National Association for the Education of Young Children (NAEYC) and the
National Council of Teachers of Mathematics (NCTM) concluded the joint position statement Early Childhood Mathematics: Promoting Good Beginnings with:
A positive attitude toward mathematics and a strong foundation for mathematics learning begin in early childhood. These good beginnings reflect all the characteristics of good early childhood education: deep understanding of children’s development and learning; a strong community of teachers, families, and children; research-based knowledge of early childhood curriculum and teaching practices; continuous assessment in the service of children’s learning; and an abiding respect for young children’s families, cultures, and communities. (p.13)
With purposeful planning and promoting mathematics learning, as an educator of young children I will encourage realistic opportunities for all children to learn and will incorporate with families’ individual supports for each child at home and school.
Reference
Clements, D. H., & Sarama, J. (2014). Learning and teaching early math: the learning trajectories approach (studies in mathematical thinking and learning series). Taylor and Francis. Kindle Edition.
Early Childhood Mathematics: Promoting Good Beginnings. (2002). Retrieved from NAEYC: https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/psmath.pdf
Goode, S., Diefendorf, M., & Colgan, S. (2011, July). The Importance of Early Intervention for Infants andToddlers with Disabilities and their Families. Retrieved from The National Early Childhood Technical Assistance Center: https://ectacenter.org/~pdfs/pubs/importanceofearlyintervention.pdf
Moomaw , S., & Hieronymus, B. (1995). More Than Counting Preschool and Kindergaten Math Activities For Young Thinkers. St.Paul: Redleaf Press.
Clements, D. H., & Sarama, J. (2014). Learning and teaching early math: the learning trajectories approach (studies in mathematical thinking and learning series). Taylor and Francis. Kindle Edition.
Early Childhood Mathematics: Promoting Good Beginnings. (2002). Retrieved from NAEYC: https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/psmath.pdf
Goode, S., Diefendorf, M., & Colgan, S. (2011, July). The Importance of Early Intervention for Infants andToddlers with Disabilities and their Families. Retrieved from The National Early Childhood Technical Assistance Center: https://ectacenter.org/~pdfs/pubs/importanceofearlyintervention.pdf
Moomaw , S., & Hieronymus, B. (1995). More Than Counting Preschool and Kindergaten Math Activities For Young Thinkers. St.Paul: Redleaf Press.