Use mathematical language during play interactions and everyday routines to move children from behavioral to representational understanding¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that teachers embed mathematical language in everyday interactions — daily discussions of opposites and order, open-ended questions like "What else?" and "I wonder what would happen if," and concept-specific questions during play. "When teachers use the language of mathematics in such interactions, children are helped to progress from one level of behavioral knowledge to the next, or from behavioral to representational understanding of the concept." Vocabulary such as first, second, third, too many, and not enough marks higher-level understanding.

Design Implications¶

Context¶

Requirements¶

• Teachers must know the developmental sequence of the concepts and each child's current stage
• Children need time for free play during which the teacher can observe and then guide

Constraints¶

• Teachers should ask general classification questions (same color/shape/size) before vocabulary-specific ones, since lack of vocabulary may be mistaken for lack of knowledge

Target Learners¶

• preschool children

Target Learning Goals¶

• progressing from behavioral to representational knowledge of mathematical concepts

Affordances¶

• Zpd Social Constructivist Framework

Related Strategies¶

• Guided Play

Examples¶

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Key Sources¶

• Kirova, Anna; Bhargava, Ambika. (2002). Learning To Guide Preschool Children's Mathematical Understanding: A Teacher's Professional Growth. Early Childhood Research & Practice. http://ecrp.uiuc.edu/v4n1/kirova.html