UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

COLLEGE OF EDUCATION

NUMERACY DEVELOPMENT
SUBJECT CODE: ECE 006
TOPIC OR LESSON 2: Planning for Success: A Good Beginning
WEEK: 3
SUB-TOPIC/S:
1.1. How Do I Get Started?
1.2. Your Attitude and Math Anxiety
1.3. How Can I Involve Parents in Math Program?
1.4. How Can I Meet the Needs of Children from Diverse Background?

OVERVIEW OF THE TOPIC

Teaching Math in early years like in preschool is important to plan for. Math is an integral part of our
everyday lives and the best time to start teaching those concepts are as early as possible. Preschool-aged
children learn Math concepts through hands-on activities. However, many preschool teachers focus
primarily on the "basics" such as number recognition, number memorization, number formation and
activities to teach the children how to count. Preschool Math is more about children exploring than about
your teaching. Before they even begin counting, preschoolers already have a basic understanding of one-
to-one correspondence. They have a basic understanding of matching and have a basic understanding of
labeling items with numbers, spatial relationships and more.

This module will help you gain better understanding on how educators can start children’s journey in
learning Math. You will also understand anxieties related in Math – its causes, symptoms and strategies
that we can do to help our learners overcome these anxieties. It also includes methods on how parents
and teachers can work collaboratively in creating positive environment for children to be interested and
love Math.

LEARNING
OUTCOMES
Students are expected to demonstrate understanding of the different strategies to encourage learners to
learn Math and overcome form of anxieties related to this subject.

LEARNING
OBJECTIVES
At the end of the lesson, students should be able to:

a. Identify how numeracy works in daily life.

b. Understand different Math anxieties and coping mechanisms in dealing with its presence.

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 ENGAGE

Math has a wide-spread reputation for being the subject students hate. It’s not uncommon to hear
“I hate Math Class” or “Math is too hard” especially from students who are struggling.

In your own perspectives, what causes many students to dislike Math?

_____________________________________________________________________________________
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EXPLORE

If you will be given a chance to be an advocate of helping students to like and be interested in Math
subject, what program will you prefer to establish to serve the purpose of your advocacy. Create a
name of the program, list down its objectives and key in your ways of administering the said
program.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

EXPLAIN

HOW DO I GET STARTED?

Three important factors are needed to succeed in starting your journey as an educator in the field
of Mathematics namely well-prepared environment, developmentally appropriate Math Curriculum and
teacher’s philosophy and attitudes.

1. Well-prepared Environment

A well-prepared environment has the following characteristics:

- Well-ventilated
- Well-lighted
- Available space for different psychomotor activities

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 - Readily available manipulative materials
- Has activity center for various learning opportunities

According to Maria Montessori, a prepared environment is composed of everything the child can
use to facilitate learning and maximize independence. There are six general aspects a prepared
environment should possess such as:

 FREEDOM
Montessori greatly believed that a child must be given freedom to explore the
environment and make sense of the things in it. The child must experience freedom of
exploration, freedom to interact socially, freedom of movement, and freedom from interference
from others. It is important to keep the space safe from all danger as the child continues to
explore.

 STRUCTURE AND ORDER

It may counteract with the first principle; but structure and order in a well-prepared
environment is crucial in teaching children values and discipline. Montessori stated that there is
a sensitive phase for order that occur between the age of one and three years. In this period,
children begin to draw conclusions of the world. If structure and order is not established, the
child’s sense of reason may be off track since he will not be able to validate the gathered
inputs. The arrangement of the materials inside the classroom must be done accordingly.
Furniture should be according to the level of the children.

 BEAUTY
According to Montessori, the environment should be beautiful. It should have a pleasing
and welcoming ambiance where children will be encouraged to come in and learn. It should
reflect peace and tranquillity, far from noise that may destruct children’s concentration and
focus.

 NATURE AND REALITY

Montessori had a deep respect for nature. Nature must be used to inspire children to
continue learning and be the best version of themselves. Teachers should bring children out in
the natural environment to see the real things discussed inside the classroom and discover more
by themselves. In a Montessori classroom, real objects are the preferred materials to be used.

 SOCIAL ENVIRONMENT
Children must have chance to interact with their peers while learning. Through the
different learning activities, children are encouraged to ask and discuss things with their peers,
develop a sense of belongingness, compassion and empathy.

 INTELLECTUAL ENVIRONMENT
If the first set of principles are not recognized, intellectual environment will not reach its
purpose. A well-prepared environment should not only develop a child’s intellect but his or her
whole personality. It should have the combination of the physical and the psychological aspect
to help each child develop holistically.

Schwartz (1995) enumerated ways to prepare a classroom while incorporating Math in their daily
routines.

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  Make the children knowledgeable about the rules. Teachers should be firm in imposing
the classroom’s rules and regulations. Teachers must be a good role model in following
stated rules. Consistency is a must.
Example of rules in using manipulatives:
Pick up the container carefully. Walk slowly.
When you are done, put it back in the same place.
Leave other people’s work alone.
Do not throw anything away.
If you want to keep an item, ask me.

 Label children’s private space. Children always want to name their things from their
lunchbox to their pencils. This allows them to develop a sense of ownership.

 Create a personal design from geometric shapes. Children love to see their photo posted
on the attendance wall or accomplishment wall. This makes them feel a sense of
belongingness.

 Create nametags. Incorporate arts while teaching them how to write their names. Children
love arts and multiple colors. Teachers may allow them to select and create their own design
based on their favorite colors, cartoon characters. Teachers may ask them to bring their
preferred materials if not available in the school.

 Organize the distribution of learning materials. Teachers can integrate many strategies in
distributing materials. They may assign a leader who will be the only one to stand whenever
the teacher asks and distributes the materials to his/her group.

Teaching Kindergartens Math

Successful kindergarten teachers understand that teaching young children Math means
teaching them much more than merely how to count. Math concepts build upon each other, which is
why it is so important to teach new skills while at the same time have children continue to practice the
skills they have already mastered.

One of the best ways to teach children about Math is to show them how Math is used in their
world every day. Basic skills like number recognition and counting numbers form the foundation for
many other math activities and lessons. In order to really pique children's interest in Mathematics,
however, you have to encourage their curiosity and help them build their observation skills.

Common Kindergarten Math Activities

The Math activities you select for your children can be relatively simple. In many cases, a Math
lesson is more about the presentation than the actual material.

Common Teaching Materials

Give kids the opportunity to actually manipulate the items they are using in order to learn Math
concepts. In this way, kids often don't even realize they are learning simply because they are having so
much fun while playing.

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Scavenger hunts - Give kids simple scavenger hunts that enhance their observations skills while at the
same time provide plenty of opportunities for them to practice counting and other math objectives. Ask
kids to count objects in the room, such as markers, Play-Doh containers, tape dispensers, scissors, etc. Put
a series of objects on the table, and encourage children to pick up each object as he or she counts the total
number of each on the table. Objects could include crayons, erasers, pencils, markers, glue sticks,
construction paper, etc.

Greater or less than activity - For this activity, create piles of Popsicle sticks, blocks, crayons, etc. Be
sure that each pile has a different number of objects. Instruct children to count the amount of objects in
each pile, and then ask them which pile has the greater number.

Measuring - Teaching kindergarten children about measurements are very simple to do. At this age,
delving too deeply into specific measurement terms, like inches and feet, can be overwhelming. Instead,
teach them the concept of bigger and smaller. Use common, everyday materials to measure objects. For
example, give kids a workbook or coloring book and several crayons. Instruct children to measure the
length of the book by seeing how many colors will fit along one side of the book. Be sure to use several
different book sizes to emphasize the lesson of bigger and smaller when you teach this lesson.

Math Teaching Tips

In addition to the above Kindergarten Math activities, the following tips are important.

 Teach vocabulary - For example, use descriptive words, like "big", "small", "short", "long", "equal
to", "addition", "subtraction", "measure", and of course all of the names of the shapes to incorporate
vocabulary throughout the day.

 Allow time for exploration - Don't rush children through their lessons; instead, allow them time to
examine and handle the objects they are using.

 Don't overdo it - Teach each lesson in short increments of time, recognizing that intensely-
structured activities can negatively affect children's attention spans.

 Work in small groups - Allow children to work together in small groups, and change those groups
frequently to encourage kids' socialization skills.

 Build on each skill - Simple activities, like counting, can lead to more in-depth lessons, such as
addition and subtraction, missing numbers, sequencing, and more.

Finally, continue to work with those students who are struggling in specific areas, while, at the
same time, you work to introduce new concepts to students who have mastered prior skills and are ready
to move on to more complicated activities. Spend some one-on-one time with each student, if possible,
to ensure that he or she really understands the activities. Have older students or parent volunteers come
in to help with one-on-one time if necessary and possible. As students become more confident in their
math abilities, they will become more eager to learn new concepts and master new skills.

DEVELOPMENTALLY APPROPRIATE MATH CURRICULUM

 A curriculum is consisting of the competencies that a child must achieve before the end of the
course. The actual content strands come from many places, as illustrated by the National Council
of Teachers of Mathematics (NCTM). Each local school develops and publishes curriculum
guides per grade levels.

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  Teachers continuously improve themselves to educate learners of the new generation. They equip
themselves with knowledge and skills to meet the demands of the learners. By attending
seminars, trainings and conferences, teachers are able to widen their scope and positively
welcome the challenges of the new era.

 Preschool teachers plan for the new school year and for the shorter period of time or the quarterly
goals. In curricular webbing, teachers choose a general theme such as birds, circus, or insects.
During class discussion, teachers can assess the prior knowledge of learners regarding the topics.
Thematic units contain a variety of activities, including strands in math.

MANIPULATIVES IN THE CLASSROOM

 Manipulatives are concrete learning materials that children can manipulate to bring meaning
to abstract mathematical ideas.

 Using these materials needs careful planning and implementation. The types of manipulatives
must be aligned to the level of the learners, and the subject to be taught.

Example: Young children prefer “discrete” or independent work; they want individual materials
like counters when figuring a Math problem. They want to count five beans and three beans in
order to get eight beans.

YOUR ATTITUDE AND MATH ANXIETY

Teachers’ Philosophy and Attitudes

 Teachers’ philosophy and attitudes are crucial in creating a positive Math environment for the
learners. How a teacher perceives the subject affects how he or she delivers it to the young minds
of her or his learners. A teacher should demonstrate love for the subject for him or her to
encourage children to love it too.

 The learners come to the school with a general willingness to discover and learn from their
teachers. Teachers should welcome the learners with the intention to teach them and make
them love the subject.

 Support from the administration is relevant to teachers’ competence in the field of educating
children.

Math Anxiety

In 1980 Tobias and Weissbrod defined Math anxiety is as a negative emotional reaction to
Mathematics, leading to varying degrees of helplessness, panic and mental disorganisation that arise
among some people when faced with a Mathematical problem.

Many people tend to close their doors when ask about Mathematics and calculations using formal
operations and processes. They feel nervous whenever their teacher calls them to answer simple Math
problems.

Nervousness is an initial reaction to a situation that is actually scary. Others feel anxious even
though there is no reason at all. This is an example of MATH ANXIETY. This is more than feeling

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scared about doing any related Math activities. People with math anxiety believe that they are not good in
numbers and avoid situation in which they have to do Math.
Children with Math anxiety often have poor academic performance in any subjects related to
Mathematics. Adults with Math anxiety meet problems in their career and everyday life. They are less
likely to succeed in the field of Science, Technology, and Engineering.

Symptoms of Math anxiety include:

1. Emotional Symptoms: feeling of worthlessness; low self-esteem; fear of being embarrassed,

frustrated.

2. Physical Symptoms: sweating, heart racing; irregular breathing; nail biting; feeling of hollowness
in stomach; nausea, avoid eye contact.

3. Social Symptoms: avoiding Math related activities, stops listening to class, isolate oneself.

Math anxiety is real. Studies show that it is inversely related to Mathematical performance. It means
the higher the Math anxiety, the lower performance in Math related tasks as measured by standardized
tests. Researchers subtype Math anxiety into two namely:

1. AFFECTIVE ANXIETY. Panic, nervous or fearful of the subject.

2. COGNITIVE ANXIETY. Worry, preoccupation, and negative self-talk.

Example: “I can’t do it!”
“I might as well not study.”
“I cannot wait until the class ends.”
“Another burden assignment!”

Causes of Math Anxiety

1. Fear of being wrong.
Children general love is to feel fulfilled and accomplished. They tried their best to be
recognized. When experienced bad experiences, they tend to be embarrassed. Embarrassment leads to
the formulation of another negative perspective. Children must understand that other people’s opinion
can lead to their improvement. Parents and teachers should work together to successfully develop it.

2. Parents’ Negative Predispositions

Parent’s attitude and perception about Math greatly influence their children’s mindset about
learning math. At home, parents must start the step for their children to love Math.

3. Teachers’ Influence
Teachers, as the second parents of children, serve as main facilitator of learning. Through
their knowledge and skills, children learn and are motivated to improve themselves. Young children
are very observant. They may verbalize their observations, but teachers can see it through the way
they communicate with their peers and do their daily tasks. Teachers should demonstrate positive
frame towards math and influence children to develop the same.

4. Pressure of Timed Test

The pressure to complete Math task brings high level of anxiety. Their awareness that they
have to finish on time, or they could possibly fail the examination leads to anxiety. It is important to
start with a positive mindset. Teachers must integrate activity before the start of the exam.

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 5. Inability or Unwillingness to Complete Assignments
Children’s attitude towards Math affects their academic performance through the years. Once
they accepted that Math is too difficult for them, they stop looking for opportunity to improve. They
believe that they unable to complete assignment because of their inability to perform Math processes.
Sometimes, they point their fingers to educational system, teacher factor etc.

How can we help people with Math Anxiety?

Researchers created tools to help people who are experiencing Math anxiety. They called these
tools as INTERVENTIONS. Findings from studies greatly benefit people in the education field to
provide activities and tasks that are needed whenever children under their care are experiencing math
anxiety. The following are examples of evidence-based strategies that might help children.

 Ask them to write down their thoughts and feelings before taking a test. This aids them to divert
their attention and focus on the examination afterwards.

 Let them do breathing or meditation exercise before taking an examination. This helps them to
calm down and improves their performance.

 Use mixed ability grouping or heterogenous grouping where children can learn from one another
while doing a multi-intelligence activity.

 Make Math fun by providing up to date games and activities which the children are interested to
do.

 Provide positive reinforcements whenever children accomplished simple Mathematical related

tasks.

 Encourage them to read Math books. This may open their curiosity to learn more and start
answering math problems.

 Get a tutor who can develop children’s love for the subject and its processes.

 Reappraised anxiety to instill positive attitude towards Math among young learners.
 Encourage understanding of the concept and apply them in real life situation not rote
memorization.

 Wait for the learners to response on their own phase. It may lessen the feeling of helplessness
whenever they aren’t ready to answer.

 Start from simple to complex when giving instruction. Start where the learners are. Know their
learning styles and meet them halfway.

 Give children the chance to express themselves especially then solving problems in Math.

 Maintain children’s curiosity not only in Math but in learning generally.

 Practice giving positive feedback. Be creative in responding to children’s queries. Integrate

materials that they are interested to.

 Set realistic and achievable expectations.

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What is Dyscalculia?

Trouble with Math can show up even before kids start having Math class and homework. Here’s
what dyscalculia can look like in very young kids.

1. Trouble Connecting Numbers to Groups of Things. Kids with dyscalculia often have trouble
connecting like “4” to groups of things like four cookies, four cars or four kids. They might not
know which plate to bring you when you ask for the one with four objects on it.

2. Difficulty sorting objects. Kids with dyscalculia often have trouble recognizing patterns like
smallest to largest or tallest to shortest. They may struggle to sort things by shape, size or color.

3. Forgetting important numbers. Kids with dyscalculia often have poor memory when it comes to
numbers. They may struggle to remember their phone number or that 911 is the number to call in
an emergency.

4. Always asking “how much longer?” Kids with dyscalculia can struggle to have an accurate
sense of time. They might want to know right after breakfast why it’s not lunchtime already.

A young child with dyscalculia may also be:

 Have difficulty recognizing numbers.

 Be delayed in learning to count.
 Struggle to connect numerical symbols with their corresponding words.
 Have difficulty recognizing patterns and placing things in order.
 Lose track when counting.
 Need to use visual aids like fingers to help count.

And as Math becomes a major part of the school day, kids with dyscalculia are likely to:

 Have significant difficulty learning basic Math functions like addition and subtraction,
multiplication table and more.
 Be unable to grasp the concepts behind word problems and other non-numerical Math
calculations.
 Have difficulty estimating how long it will take to complete a task.
 Struggle with Math homework assignments and tests.
 Have difficulty keeping at grade-level in Math.
 Struggle to process visual-spatial ideas like graphs and charts.

The impact of dyscalculia doesn’t stop when Math class ends. The disorder can also affect kids outside of
school. Children with dyscalculia also:

 Have trouble remembering numbers such as zip codes, phone numbers or game scores.
 Struggle with money matters such as making change, counting bills, calculating a tip, splitting a
check or estimating how much something will cost.
 Have difficulty judging the length of distances and how long it will take to get from one location
to another.
 Struggle to remember directions.
 Have a hard time telling left from right,

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  Get easily frustrated by games that require consistent score keeping, number strategies or
counting.
 Have difficulty reading clocks and telling time.

HOW CAN I INVOLVE PARENTS IN MATH PROGRAM?

Carolee Koehn is a facilitator of professional development workshops for K-12 Math teachers.
She says bridging the gap between home and school when it comes o Math learning can bring major
benefits to the teachers and also to students. She shares tips for engaging parents in students’ Math
learning:
1. Boost your communication. Use your newsletter or even your homework sheet to demonstrate
what is happening in your Math lessons. Tell parents what you expect from students in their
homework assignments and the reasons behind your expectations. As Koehn explains, when
parents understand what your goals are at school, it equips them to better support students at
home.

2. Share student learning. Another way to engage parents is to show them their children’s learning
in action. Share a 30 – second video of students solving a Math problem or even send a picture of
an in-progress project. Include a message encouraging parents to ask their children questions
about what they are learning and how they solved a problem. Koehn says research shows when
students are able to articulate their ideas and strategies for solving Math problem, it helps support
their Math learning and understanding.

3. Link Math to Home Life. You can also increase parent and student engagement by learning how
parents use Math at home and in their careers, and then creating engaging Math problems using
that information. As Koehn explains, research in cognitively-guided instruction shows when
students understand the context of Math problem, they have more strategies and are more
successful at solving problems.

4. Invite parents into your classroom. Parents love coming into the classroom to see students at
work but finding a time that works isn’t always easy. Koehn suggests polling parents to
determine when it is convenient for them to visit your classroom and then holding hands-on
information sessions or workshops.

HOW CAN I MEET THE NEEDS OF CHILDREN FROM DIVERSE BACKGROUND?

Children have individual differences. They have varied learning styles and learning needs.
Teachers need to analyze and identify learner’s needs and areas of development to apply proper
intervention for academic success. Meeting the demands of diverse classroom is challenging but that’s
what makes the whole year wonderful.

Variety of Grouping
This is suggested as an effective way of building camaraderie and social relationship among
young children. It included flexible grouping. This depends on the topic the teacher discusses for the day.
Each child can be a group member of their peers. It allows children to know their classmates and build a
good relationship to them. Moreover, it gives chance for the kids to share materials, listen to one another
and share their resources.

Variety in Modes of Learning

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 Modes pertain to multisensory approach in introducing lesson and giving tasks. The best example
is the Montessori’s concept of the prepared environment where materials are available for the child to
manipulate through their senses. Teachers should identify the dominant intelligence among their learners
so that they can provide appropriate materials.

Additional Individual Support

This support can be given by the teacher, assistant teacher, adult people, or an older classmate. In
an inclusive classroom, teachers must train his or her students to be compassionate and understand the
situation of their classmate with disability and be ready to help anytime.

ELABORA
TE
Group Activity

In this activity, you and your group will act as if you are all a teacher-vloggers. Create 2 minutes
vlogs encouraging young learners to love and enjoy Math. Be creative in doing your vlogs.

EVALUAT
E
Write a comprehensive essay showing how numeracy works and its importance in ones’ daily lives.

SCOR
RUBRIC FOR EVALUATION E
3– The explanation is 2 – The explanation 1– The explanation is 0.5 – The 0–
RELEVAN

directly relevant to is relevant to the quite relevant to the explanation is not Has no
the topic. Every detail topic. Most of the topic. Only few of the clear and has a very explanation
CE

points toward the details contribute to details contribute to rough transition of

topic. the development of the development of the idea. The details are
the topic. topic. not relevant to the
topic.
3– The explanation 2– The explanation 1– The explanation 0.5 – The 0–
EVIDEN

ARGUM

shows at least 9 shows at least 6 to 8 shows at 3 to 5 explanation shows at Has no

CE/

correct/valid correct/valid correct/valid evidences most 2 correct/valid explanation

evidences to support evidences to support to support his/her evidences to support
his/her answer. his/her answer. answer. his/her answer.

2– The explanation is 1.5 – The 1– The explanation is 0.5 – The 0–

CLARITY

clear, has a very good explanation is clear, somewhat clear and explanation is not Has no
flow of discussion, has a good transition, has a rough transition clear and has a very explanation
every detail is most of the details from one idea to rough transition of
connected to each are connected to each another. ideas.
other. other.
2– The explanation 1.5 – The 1– The explanation 1.5 – The 0–
TECHNI-
CALITY

has no error in explanation has 1 to has 3 to 4 errors in explanation has at Has no

grammar, spelling, 2 errors in grammar, grammar, spelling, and least 5 errors in explanation
and punctuations. spelling, and punctuations. grammar, spelling,
punctuations. and punctuations.

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 OVERALL SCORE:

REFERENC
ES
Jones, W. G. (2001). Applying Psychology to the Teaching of Basic Math: A Case Study. Inquiry, 6(2),
60-65.

Perry, A. B. (2004). Decreasing Math anxiety in college students. College Student Journal, 38(2), 321-
324.

Problem Solving, Reasoning and Numeracy in the Early Years Foundation Stage Anita M. Hughes

Sokolowski, Moriah & Ansari, Daniel (2017). Who is afraid of math?

What is Math anxiety? And what can you do about it?
Retrieved from https://kids.frontiersin.org/articles/10.3389/frym.2017.00057.

Tobias, S., & Weissbrod, C. (1980). Anxiety and mathematics: an update. Harvard Educational Review,
50(1), 63-70.

ADDITIONAL
MATERIALS

4 Ways to Engage Parents in Your Students’ Math Learning

https://www.pearsoncanadaschool.com/index.cfm?locator=PS35Ds

Dyscalculia in Preschool: 4 Signs You Might See

https://www.understood.org/articles/en/dyscalculia-in-preschool-4-signs-you-might-see

How to Spot Dyscalculia

https://childmind.org/article/how-to-spot-dyscalculia/

Teaching Math to Kindergarten

https://kids.lovetoknow.com/kindergarten-math-activities

What is Math Anxiety?

https://thirdspacelearning.com/blog/understanding-maths-anxiety/

PREPARED BY:

Ms. Desiree S. Isidro

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