In 1989 NCTM (National Council of Teachers of Mathematics) developed a set of standards for mathematics as a framework to guide each state in developing mathematical standards.
We use these standards as part of the framework in creating our preschool math curriculum because these standards are established, research-based and designed by professionals “dedicated to improving the teaching and learning of mathematics” and “to ensure the highest quality mathematics education to all students”.
We use these standards as part of the framework in creating our preschool math curriculum because these standards are established, research-based and designed by professionals “dedicated to improving the teaching and learning of mathematics” and “to ensure the highest quality mathematics education to all students”.
We had a very successful day solving word problems. The chocolate chip cookie cereal we used might have something to do with that! Today we were solving with manipulatives (the cereal), but soon we will begin to increase the children’s repertoire of problem solving techniques. I can't wait!
Notice that each child has her own visible workspace. This is an often overlooked necessity when working with young children. Studies have shown that high expectations produce higher accomplishment in the classroom, but we can not have high expectations without providing the materials the children need to meet our expectations.
Example: If I had given everyone the chocolate chip cookie cereal without the "workspace", one child would have the cereal under her legs, one would have his behind him, one would have hers beside her, one would have his cereal in front of three other students, and two might have their cereal in front of them. By the time we got organized and found everyone's cereal, I would have lost their attention and there would be very little math problem solving.
By using a visible workspace we have freed up our time and our minds for higher level thinking.
Example: If I had given everyone the chocolate chip cookie cereal without the "workspace", one child would have the cereal under her legs, one would have his behind him, one would have hers beside her, one would have his cereal in front of three other students, and two might have their cereal in front of them. By the time we got organized and found everyone's cereal, I would have lost their attention and there would be very little math problem solving.
By using a visible workspace we have freed up our time and our minds for higher level thinking.
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