Synthesis of current research literature on young children's mathematical thinking - Essay Example

Young Children Mathematical Thinking-Number Senses Introduction Young children’s mathematical learning and thinking is important for the future understanding of the subjects in senior classes. The fundamental mathematical concepts introduced in pre-school and junior classes create a foundation for understanding of the subjects in advanced levels. In the junior learning stages, children are introduced to various aspects of Mathematics that include number sense, measurement sense, data sense and the spatial sense (Mayesky, 2012). Due to the nature of students at this young stage of learning, a clear pedagogy is required in handling these essential aspects of the subject. It is upon this unique requirement to the introduction of children to these concepts that the paper is based. It explores the learning of the number sense taking into account recent relevant research with accurate empirical evidence on the children learning of the number sense specifically (Shumway, 2011).  Essential Mathematical Concepts Construct in the Number Sense Number sense is a principal Mathematical component learned in the pre-school and junior levels of education. It is a concise understanding of the meaning of numbers and manner in which these numbers relate. Therefore, the number sense is a very basic yet imperative aspect of junior Mathematics learning that is essential for understanding of the subject. The fundamental concepts of the number senses include mental number line, conceptual structure, constitutive awareness, recognition of the numbers, skills, counting, arithmetic and the feel of numbers. These key components of the numbers sense lead to a comprehensive understanding of the Mathematics subjects. The capability of children to comprehend the number sense is an essential predictor of the future competence in the subjects (Tolley & Thomas, 2010).  Learning of these Concepts Learning and understanding of the number sense concept takes a diverse approach. These methods apply to children as young as 3-4 years old in school and throughout the junior levels. However, the number sense is an intrinsic ability built upon the infant minds even before attending formal education. Due to interaction of the children with adults and other peers, this intrinsic ability remains enhanced. It is made better by the formal number sense learning in the junior school and the pre-school levels. In the formal education system, the following methods are applicable to the learning of the number sense. Test of Early Mathematics Ability (TEMA) TEMA evaluates the number ability of children as young as three years old. It remains constituted by both the informal and informal number sense learning process. The informal learning aspects under this test include calculation and concepts, numbering, and number comparison. Besides, it includes the formal learning process such as the number literacy, number facts and formal calculations and concepts. TEMA significantly enhance the children understanding of the number sense and lays a detailed understanding of the fundamental concepts (Sáenz, 2009).  Early Numeracy Test (ENT) Apart from TEMA, ENT constitutes an essential learning basis of the number sense. ENT is a two component learning method that consists of readiness and counting. It applies to children between the ages of 4-7 years old. The readiness aspects of the test include comparison, seriating, one-to-one correspondence and classification. Counting aspect of the test is constituted by synchronous and concise counting, general knowledge of numbers alongside resultative counting. The ENT has a wide variety of norms developed in different regions, and that facilitates the literacy of number sense in those various areas (Macmillan, 2009).  Number Sense Battery The test consists of various elements that facilitate the understanding of the number sense. The basic number skills under this test include counting, number knowledge, estimation, number pattern and conventional arithmetic. The application of the longitudinal data reveals a considerable improvement of the Mathematics understanding at the kindergarten level. The test built the counting and arithmetic ability of children based on practical learning approach on these data (Sáenz, 2009).  Learning Number Sense through Education Games Education game is yet another fundamental tool that can promote the learning of number sense in the pre-school and junior levels of education. There are several types of education games that involve counting and other number sense concepts like arithmetic. When used with low achievers in Mathematics, these games enhance the understanding of the concepts that are otherwise difficult to understand by such children when other methods are used. These four principal methods enhance the learning of the fundamental number sense concepts such as counting, arithmetic, numbering, and comparison among other vital concepts (Cross et al. 2009). Issues that Impacts Young Children Learning of these Key Concepts Several issues surround, impedes and facilitates the children learning of the number sense. Children behaviors are associated with dynamics in their social and emotional profiles that may affect high variance in the learning and assessment of the number sense among children. For instance, children rapidly lose interest in learning and develop boredom state to repetitive and demanding tasks. Taking into consideration the concepts of number sense such as counting that entails repetition and arithmetic that may be demanding, children may quickly lose focus leading to poor learning outcomes in such instances. Other issues that affect the learning of number sense include: Autonomy In the course of growth, children tend to embrace independence in their characters and behavior. The pre-school children tend to exhibit rapid growth. As they grow, there is a change in the level and degree of compliance with various learning methods of the number sense. Reduced compliance to the learning process due to the autonomy decreases the rate of learning and possible outcome among children. For instance, use of academic games may work well with the children in kindergarten better than those in the junior levels of formal education. The children in junior levels of education tend to be more independent, and this may impede their learning process of the number sense. Attention Deficit It is common for the kindergarten and the pre-school children to lose attention rapidly in the course of learning. The attention span of kindergarten children is always shorter compared to those of the other older children. Engaging these children in the learning process for a longer hour does not lead to an increase in the learning outcome. The short-span attention influence duration of assessing and teaching these young children the primary Mathematic concepts. It is not of benefit of the children to use very engaging and long process in learning the number sense concepts. Application of the early numeracy test that runs for several hours to a kindergarten child does not confer any extra advantage to the learning process of the in the pre-school stage due to the limited learning process (Cross et al. 2009). Trust As the young children remain exposed to the formal education-learning environment, their trusts to this new environment also increase. The low trust between the children and the instructor can have a detrimental impact on the learning process in children. Most of the children fail to catch up the learning of number sense due to low trust for their instructors in school. However, as the children grow and come of age, their learning ability similarly enhances. In this regards, children in the junior learning stage invest more trust in the environment away from home, and in return have higher learning outcome than the younger ones.  Development and Maturation The development and maturation stage of the children also influence their learning outcome in the number sense. There is a linear relationship between the level of maturity and the level of learning of the number sense concept. Principally, as the children develop, they rapidly mature and improve in their learning competencies. High level of growth and development increases the level of learning among children (Dehaene, 2011).  Discussion and Recommendation for Effective Pedagogies for Developing Children Number Sense Due to the unique nature, ability and variance among the pre-school and the junior school student, it is imperative to develop a customized pedagogy in the learning of the number sense. The pedagogy takes into consideration the potentials and challenges associated with this group of learners.  To handle the challenge of autonomy and limited attention span efficiently, developing of the number-sense learning strategy consider the interest of children. Children tend to lose interest in the learning processes that are not in line with their interest. It is building on the children’s interest that academic games are based. It enables children to take charge of their learning and exploit their interest in playing (Dehaene, 2011).  Besides, it is essential to design a shorter learning duration to the younger children. One of the key issues impeding the learning process of the children is short span attention. Number sense learning processes can be engaging and tiresome. As such, children tend to lose concentration in the course of the learning process. Shorter learning duration maximizes the children short span learning ability and is a crucial pedagogy in handling the number sense (Featherstone, 2013).  Finally, it is important to revise and update the number sense learning styles and objectives according to the development stage and the growth stage of learners to stay relevant to the children learning expectations. Devising an appropriate curriculum specific to various growth stages of children is necessary for their number sense education (Bruce, 2011).  References Top of Form Bottom of Form Top of Form Bottom of Form Top of Form Bottom of Form Top of Form Bottom of Form Top of Form Bottom of Form Top of Form Bottom of Form Top of Form Top of Form Top of Form Top of Form Bottom of Form Bottom of Form Bottom of Form Bruce, T. (2011). Learning through play: For babies, toddlers and young children. London: Hodder Education. Cross, C. T., Woods, T. A., Schweingruber, H. A., & National Research Council (U.S.). (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Washington, DC: National Academies Press. Dehaene, S. (2011). The number sense: How the mind creates mathematics. New York: Oxford University Press. Featherstone, S. (2013). The place of child-initiated learning in the early years: Like bees, not butterflies. London: Featherstone Education. Lake, J.-A. (2009). Math memories you can count on: A literature-based approach to teaching mathematics in the primary classrooms. Markham, Ont: Pembroke Publishers. Bottom of Form Macmillan, A. (2009). Numeracy in early childhood: Shared contexts for teaching & learning. South Melbourne, Vic: Oxford University Press. Mayesky, M. (2012). Creative activities for young children. Belmont, CA: Wadsworth Cengage Learning. Sáenz, C. (2009). The role of contextual, conceptual and procedural knowledge in activating mathematical competencies (PISA). Educational Studies in Mathematics, 71(2), 123-143 Shumway, J. F. (2011). Number sense routines: Building numerical literacy every day in grades K-3. Portland, Me: Stenhouse Publishers. Tolley, H., & Thomas, K. (2010). How to pass numeracy tests: Test your knowledge of number problems, data interpretation tests and number sequences. London: Kogan Page. Read More