The Revised Kindergarten Mathematics Curriculum (2006) Nipissing University North Bay, Ontario, Canada Guest Instructor: Dan Jarvis, PhD Email: [email protected] Kindergarten Workshop Agenda
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The Revised KindergartenMathematics Curriculum (2006)
North Bay, Ontario, Canada
Guest Instructor: Dan Jarvis, PhD
Email: [email protected]
Mathematics in Kindergarten builds on children’s desire to make sense of their world, and helps them develop and demonstrate their mathematical understanding. Young children use mathematics intuitively and develop their understanding of mathematics through their individual approaches to learning, as well as through their prior experience of their linguistic, family, cultural, and community backgrounds.
It is therefore important that children’s existing conceptual understanding of mathematics be valued and that children be introduced to mathematical concepts in an appropriate manner and at an appropriate time in their development. Children also need to be given learning experiences that are within the range of things they can do with and without guidance (that is, in their zone of proximal development). (p. 40)
Problem solving and reasoning that involve the “big ideas” of mathematics are the foundations of mathematics in the Kindergarten program. Rich mathematical problems involve important mathematical ideas and arise out of real-life situations, and can be approached in a variety of ways so that all children can be involved in exploring solutions.
Solving such mathematical problems requires persistence, since they do not have one easy-to-find correct answer. Through active participation in mathematics investigations, including problem solving and discussions, children develop their ability to use mathematics as a way of making sense out of their daily experiences. (p. 40)
When developing their Kind. mathematics program from this document, teachers are expected to weave together the mathematical processes (7) and related expectations from the five mathematics categories [strands], as well as relevant expectations from other areas of learning. . . . It is important that the study of various aspects of everyday life should permeate young children’s mathematical experiences. . . . On the basis of what we know about young children’s learning, mathematics in Kind. must be active, hands-on, child-centred, and problem-based.
Developing a positive attitude to mathematics and the ability to persevere in solving problems will have a significant impact on children’s future success. (pp. 41-42)