1. Over the years, math instruction has shifted from memorization to actively building conceptual understanding in young children. This shift gives students a deeper grasp of the subject matter to move beyond mere memorization of procedures and into comprehending the concepts themselves by actively engaging the students in the learning. How do you think this focus on comprehension and actively constructing math understandings will help better prepare students for the mathematics they will encounter in their future math education?
2. In the article, Helping Young Children See Math in Play, Ginsburg, Lee, and Boyd (2008) wrote, simply allowing students to engage in play is insufficient for the development of mathematical knowledge. By itself, play “does not usually help children to mathematize—to interpret their experiences in explicitly mathematical form and understand the relations between the two” (p. 7). Teachers of young children need to learn to recognize opportunities for engaging students in mathematical thinking during play. Look at Table 2 on pg. 316 of the article Helping Young Children See Math in Play, for ideas on how teachers can highlight math during play. Think of one example of how you can promote math thinking during play. Describe the math learning opportunity and include two questions/comments you would make to enhance the child’s math play.
3. Using your Double Entry Journal Reflection, choose ONE quote/note to share and discuss with your peers. Include the title of the article and page number for your quote and include your notes/thinking about the quote. You can copy and paste it from your Reflection.
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