Facilitating Children’s Mathematical Thinking

Singapore University of Social Sciences

Facilitating Children’s Mathematical Thinking (ECE314)

Synopsis

Young children are self-motivated to explore shapes, patterns, measurement and how numbers work in our world. Hence, ECE314 advocates for mathematical literacy in early childhood classrooms, rather than school mathematics. The emphasis is on facilitating children’s use of mathematical and scientific thinking to make sense of the world. Early childhood mathematics should offer children challenge and joy, and invite them to experience mathematics as they play and live in the world.

Level: 3
Credit Units: 5
Presentation Pattern: EVERY REGULAR SEMESTER

Topics

Fundamentals of mathematical literacy
Curriculum design principles
Examining approaches such as curriculum by Maria Montessori, Kamii-Devries, High/Scope, and Clements & Sarama’s “Building Blocks”
Pedagogical materials (e.g., manipulatives and technology) that support mathematical exploration and learning
Block play and constructivism
Use of language to support mathematical and scientific thinking
Creating daily opportunities for children to count, compare, categorise, reason, analyse, enquire, solve problems and dialogue
Use of picture books and songs
Setting up learning corners to encourage mathematical play
Supporting child-initiated play
Assessing progress, and documenting and communicating children’s learning
Children requiring additional support

Learning Outcome

Examine fundamental mathematical concepts in theory and practice
Discuss children’s ability to think mathematically
Illustrate various types of teacher scaffolding techniques
Analyse a centre’s use of time, space, materials and teaching strategies to support children’s mathematical learning
Plan activities that engage different age groups
Create developmentally appropriate activities to support children’s thinking