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    13 Mathematical Reasoning

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    Shawna Passmore
    Mathematical reasoning is a natural part of preschool learning as children construct mathematical knowledge through everyday interactions. They learn principles of measurement by exploring properties of length, height, volume, and weight. When building with blocks or sorting objects, children explore geometry and develop algebraic thinking by identifying patterns. Experiences with spatial relationships like climbing, crawling, or riding a bike help children understand position, direction, and distance. At home, caregivers can support mathematical reasoning by incorporating counting, numbers, patterns, shapes, and spatial words into daily activities and discussions.

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    13 Mathematical Reasoning

    Uploaded by

    Shawna Passmore
    41 views2 pages
    Mathematical reasoning is a natural part of preschool learning as children construct mathematical knowledge through everyday interactions. They learn principles of measurement by exploring properties of length, height, volume, and weight. When building with blocks or sorting objects, children explore geometry and develop algebraic thinking by identifying patterns. Experiences with spatial relationships like climbing, crawling, or riding a bike help children understand position, direction, and distance. At home, caregivers can support mathematical reasoning by incorporating counting, numbers, patterns, shapes, and spatial words into daily activities and discussions.

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    Mathematical reasoning is a natural part of preschool learning as children construct mathematical knowledge through everyday interactions. They learn principles of measurement by exploring properties of length, height, volume, and weight. When building with blocks or sorting objects, children explore geometry and develop algebraic thinking by identifying patterns. Experiences with spatial relationships like climbing, crawling, or riding a bike help children understand position, direction, and distance. At home, caregivers can support mathematical reasoning by incorporating counting, numbers, patterns, shapes, and spatial words into daily activities and discussions.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    41 views2 pages

    13 Mathematical Reasoning

    Uploaded by

    Shawna Passmore
    Mathematical reasoning is a natural part of preschool learning as children construct mathematical knowledge through everyday interactions. They learn principles of measurement by exploring properties of length, height, volume, and weight. When building with blocks or sorting objects, children explore geometry and develop algebraic thinking by identifying patterns. Experiences with spatial relationships like climbing, crawling, or riding a bike help children understand position, direction, and distance. At home, caregivers can support mathematical reasoning by incorporating counting, numbers, patterns, shapes, and spatial words into daily activities and discussions.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    Mathematical Reasoning

    Mathematics is a natural part of the preschool environment. Young children actively construct mathematical knowledge through every
    day interactions with their environment, both inside and outside. They learn principles of measurement by exploring the properties of
    length, height, volume and weight as they look for a longer block, measure who is taller; pour sand from a small bucket to a larger one
    or when measuring 2 cups of flour and three spoons of sugar in a cooking activity. When building in the block area or sorting blocks by
    shape, children explore geometry in the real world. They learn to reorganize ordering relations such as large to small and to identify
    patterns. Experiences with classification and pattering allow children to develop algebraic thinking and reasoning. Climbing in and out of
    cardboard boxes, crawling through a tunnel, climbing up a ladder or riding a bike helps children develop a sense of spatial relationships
    (on, under, over). As they move their bodies in space, they learn position, direction, and distance relationships between their bodies
    and other objects in space. Mathematics learning grows naturally from children's curiosity and enthusiasm to learn and explore their
    environment.

    To help support Mathematical reasoning at home try some of the following strategies:

    • Use counting in real life situations comparing numbers and discussing which is more or less, encourage children to make
    estimations like “how many grapes are in this bowl?” Solving simple addition and subtraction problems are meaningful experiences
    that lay the foundation for basic understanding of mathematical concepts.
    • Daily use of numbers can become learning experiences for children. Numbers are everywhere; talk with children about the
    numbers they see and what they are used for. As they go about their everyday experiences encourage children to count coins at
    the market, count the number of plates and cups when setting the table or count the number of crackers in their bowl.
    • Provide children with number related games and books and talk with them about mathematical ideas such as “you have five
    pennies and we need seven, how many more do we need?”
    • Provide children with many opportunities at home to sort through objects looking for similarities and differences among them.
    • Children enjoy identifying things that repeat. Ask them to find and describe patterns in the environment such as on clothing, in
    books or magazines or while singing songs. When possible emphasize repeating patterns giving children a chance to predict what’s
    next.
    • Refer to shapes found in the environment when talking with children. “Look at your pancake.
    It’s a circle”.
    This illustrates the concept of shapes and identifies the names.
    • Use spatial words to describe position and direction in everyday interactions. “The book is on the
    chair.” “Put
    the shoes under the bed.”
    “Excerpt taken from California Department of Education, Preschool Learning Foundations”

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