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Running head: ONLINE ASSIGNMENT 1

Assignment 2.3: Online Assignment

Ramona Torres-Martinez

Fresno Pacific University


ONLINE ASSIGNMENT 2

Online Assignment

The promotion of mathematical comprehension in early childhood classrooms is essential

in ensuring that children will build a strong understanding of math, numbers, and problem-

solving. The classroom environment and daily learning activities help promote the development

of critical mathematical skills (Clement & Sarama, 2005). Children gain an understanding of

math concepts through daily play activities in the classroom and learning reinforced with

teaching strategies.

The article Math Play: How Young Children Approach Math (Clement & Sarama, 2005)

presented useful information about children learning about math concepts through play in the

daily classroom routine. The article also explained how every area in the classroom provides an

opportunity for children to experience math. The math experience in the different learning areas

of the classroom promotes the development of essential math skills in children like classification,

patterning, number relationships, understanding of quantity, and problem-solving (Clement &

Sarama, 2005).

One area of the classroom that promotes math learning through play for preschool age

children is building with blocks. This area supports childrens learning of shapes, spatial

relationships, and problem-solving (Clement & Sarama, 2005). Children experience

manipulating different shaped blocks and use problem-solving to figure the lay of the structure

that they are creating. This area also provides the opportunity for shape recognition and

promotes classification. An activity that teachers could incorporate into the block area is having

building outlines on large butcher paper and having the children use different shape blocks to fill

in the outline. The children would experience manipulating the shape of blocks to find the

appropriate fit.
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Another area that promotes math development in the classroom is music. Teacher can

use music in the classroom to teach important math skills like rhythm and patterns (Clement &

Sarama, 2005). Music in the classroom can be used to support childrens learning experience of

recognizing simple patterns in songs. The song head, shoulders, knees and toes offers a

pattern in body movements that supports childrens ability to create their own patterns in other

play areas of the classroom.

The article Number Sense Everyday (Carboni, 2001) provided useful information about

the importance of teaching number sense to young children and the strategies that support the

math learning experience. The article also mentioned helpful strategies to use the classroom to

promote students understanding of numbers and the relationships with other numbers (Carboni,

2001). The concept of number sense is an essential skill for children to learn because it is a

mathematical concept that is part of everyday life inside and outside the classroom.

Teaching children about number sense helps to promote an understanding of the

relationships between numbers and support learning about mathematical problem-solving.

Different strategies can be used in the classroom to teach young children about numbers sense in

a fun and efficient manner. One approach to teach number sense to preschool age children is to

provide a visual representation of the mathematical problem (Carboni, 2001). A visual

representation of a ten frame helps children to understand the number and the quantity that it

represents. Using a visual image can also help children to recognize patterns in groups of

numbers and support the recognition of small amounts.

A second strategy is using daily classroom routines to teach the children about number

sense (Carboni, 2001). Teachers can use group time routines like circle time to explain about

counting and number sequence. Another routine in the classroom that is a learning experience is
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music time. Teachers can sing numbers songs that demonstrate counting from ten to one or five

to one and also teach simple subtraction or addition. Another daily routine that promotes number

sense is counting the number of children present, and the number of children absents together as

a group.

A third strategy is to implement math learning games into the lessons in the classroom.

Games that promote number sense provide children the experience to play with numbers by

counting and solving simple math problems (Carboni, 2001). Preschool children can play games

in the dramatic play area such as pretending to buy food from a pretend grocery store and

counting the number of items purchased or sold. Another game is having the children guess the

number that comes before or after a number called out loud by the teacher (Carboni, 2001).
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References

Clements, H.C., Sarama, J. (2005). Math Play: How Young Children Approach Math. Early

Childhood Today. Retrieved from

https://learning.fresno.edu/mod/assign/view.php?id=839713

Carboni Wilson, L. (2001). Number Sense Every day. Learn NC. Retrieved from

http://www.learnnc.org/lp/pages/783