Katie, I didn’t know if it would be easier to put all my questions from this Module on Early Number in the same place or to spread them out throughout the blog postings. So, I’ve done both. Here they are all grouped together, but you will also find them throughout the postings. Let me know which one was more useful and I will go with that next time 🙂
– Even though there seem to be some differences in opinion with pacing and children’s development of math understandings, both Piaget and Montessori believe that manipulatives are necessary to make the learning concrete and more understandable. What did you note as significant differences or similarities?
– When viewing/listening to Dr. Higgin’s PP on Early Number Concepts, I really enjoyed exploring that website that she directed us to http://illuminations.nctm.org/Activity.aspx?id=3565 I think this would be a great activity to bring up on the Mimio board or Smart board and have students take turns coming up to play. I loved this! And have bookmarked this to use when I’m in a classroom. I also felt the idea of using red/yellow counters dumped from a cup over and over is very useful. As children record this information for the same number over and over again, it really drives home the idea that this “number” is really made up of other numbers. What did you find most useful from this presentation? And how did you do with our 1st grade activities with counters?
– In the Erikson Videos, I really enjoyed watching “Parts and Whole.” I think that young girl was just guessing and not interested/engaged at the beginning when asked how many bears had run away. But, then when it became a “game” and the girl wanted to figure out “who was missing” she shined. What was the video that you related to the most or learn the most from?
– When examining the Common Core Standards for Mathematics, I believe that the early number concepts (that we are learning are so important for beginning students) are present in the standards. And, I have seen many teachers using this scaffolding of mathematics understanding in the school. What have you seen in the younger grades lately? Have you seen teachers building understanding or just teaching rote counting and number memorization?
– In the TCM Teaching Number article, you said that you thought some of this was too complex for such young students. I disagree. I think that teaching children the meaning of “3” and showing relationships and building connections seems simple. Are you just talking about how they discussed the process? Because, if so, I agree …. you wouldn’t say to Kinders “We are going to learn that the orthographic symbol 3 represents more than just a number, or a group of items, or a word …..” Some of their wording was truly complex and confusing. What are your thoughts now?