Download PDF by Linda Pound: Thinking and Learning About Mathematics in the Early Years

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Extra info for Thinking and Learning About Mathematics in the Early Years

Example text

J. continues: I think I need two more. Yes two more planks. Referring to the planks he is using for parking bays, J. comments: I’ve got ten planks but I can’t use them all because I need three for each bay – I haven’t got enough to make another parking bay. 1 continued Representing his ideas on paper gives further evidence that J. is developing the abstract thinking necessary to mathematical thinking and learning. J. went about finding the longest piece of hose very systematically laying out each piece in turn and starting at the same place.

35 LOOKING FOR PATTERNS They decided to supplement these items with some more natural materials and were able to source and buy some dried seed heads, dried leaves of different shapes and sizes and some black and white pebbles. One member of staff had a large collection of buttons and brought these in, which brought back happy childhood memories for a number of staff. Another had seen some clothes pegs in a local chain store and everyone felt that these would be a good resource for pattern-making.

Eventually they find transport and spend the day on the beach. J. is willing to estimate how many helmets there are – and his guess is correct. General comment: there were many observations of Josh riding bikes and trucks. Spatial awareness has an impact on a range of cognitive abilities including understanding of number. 1 1111 2 3 4 5 6 7 8 9 1011 1 2 3111 4 5 6 7 8 9 20111 1 2 3 4 5 6 7 8 9 30111 1 2 3 4 5 6 7 8 9 4011 ᭤ abstract thought ᭤ problem-finding ᭤ pattern ᭤ guessing Shape, space and measures ᭤ abstract thought ᭤ problem-finding ᭤ pattern Aspect of PSRN At the end of the session one of the staff team asked J.

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