Early
Childhood Mathematics Intervention
Young
children have a great capacity to learn mathematical skills. Children as young
as Pre kindergarten age and into the primary grades have a lot of potential in
learning, especially when it comes to math. Many times children are not granted
the opportunities to be immersed in mathematics. These children are lacking in
the chances to engage in math and hone in on their skills. Many children begin
school and are already behind their well advanced peers when it comes to
mathematics. A lot of these children have a pre set negative trajectory for
mathematics because they were not shown at home how mathematics is necessary as
well as beneficial. Mathematical learning can be facilitated. Many
interventionists have worked on ways to provide children with opportunities to
experience math in positive ways beginning from early childhood. These
interventions work especially for children aged three to five years of age and
it has a solid, profound effect on them in their school years ahead when it
comes to math.
Often
times these young children have potential to learn sophisticated math, complex
math, math that involves steps and patterns. Many times, they are over looked
and their potential is left unrealized by educators, parents, and others in
their lives. There is so much that we all can gain by engaging children into
mathematics and giving them the benefit of the doubt that they can achieve many
great things when awarded the opportunity to do so. Research based early
childhood interventions exist that actually increase the mathematical knowledge
of children.
Thinking
in mathematical terms is cognitively foundational. The knowledge of mathematics
for pre kindergarten aged children determines their success for their upcoming
school years. Not all children have the opportunities to develop the cognitive
foundations. Children from low income areas that are six can have less
understanding of math than a child who is three years old and from a middle
class to moderate family upbringing. Although both groups of
children may have informal experiences with different quantitative situations,
those from low-resource communities may often have fewer opportunities reflect
on and represent the situations using cognitive tools, from verbal language,
manipulatives, to finger patterns. For one example, children from low income
families perform similarly on mathematics problems which involve physical
objects but often they do not have the resources needed to thrive.
High-quality
education can help children to think mathematically. Without such education that
begins in preschool, too many children, especially from low-resource and
low-income communities follow a long path of failure in mathematics. However,
early childhood classrooms these days do not provide enough or any at all high-quality
mathematics experiences for young children. Many children learn little over the
course of an entire school year and even some children regressing on certain
skills.
To
improve mathematics learning for all young children, and especially to focus on
and address inequalities that are faced by children from low-resource
communities, developers have designed research-based interventions. These
interventions positively affect children’s competencies in mathematics and beyond
into other subject areas. One program (intervention) is described below.
One program, The Rightstart program was developed and theorized
that children separately build initial counting competencies, intuitive ideas
of quantity comparison, and initial notions of change such as groups become
larger, smaller etc. and that the integration of these separate ideas forms a
central conceptual structure for number. With this conclusion on this basis,
activities were designed to help children build each of the separate competence
and then to integrate them. This program improved young children’s knowledge of
numbers, which supported their learning of more complex mathematics throughout
the first grade. In a 3-year longitudinal study, children from low income and
low resource communities who were able to experience the program from
kindergarten surpassed both a second low-resource group and a mixed-resource
group who showed a higher initial level of performance and who attended a
magnet school with an enriched mathematics curriculum.
In
conclusion, it is learned that mathematics is cognitively foundational, with
early mathematics competence a strong predictor of later school success. It is
imperative that children are exposed and engaged in mathematics that challenges
them to think and creative. When given certain opportunities, children will
thrive. Just because children are very young does not mean they should be
overlooked when it comes to math. Their capabilities have been proven. Their
minds need to be molded. Young children have the potential to learn mathematics
that is both deep and broad meaning that it is more than puzzles in preschool
and simple rote counting. It is on a much deeper level. When provided with
goals and tools and tricks to help strive and surpass them, children will amaze
us. For many, especially those from low-resource communities, this potential
has been unrealized and this causes huge problems such as an education gap and
it is a predictor of learning in years to come. We need to unbound their
potentials and not look beyond them. Structured, research-based mathematics
interventions have shown to be effective in helping all children from
everywhere learn mathematics. Evidence supports interventions that provide
foundational and mathematical experiences in number, space, geometry,
measurement, and the processes of mathematical thinking. All in all, young
children are wired for mathematics. We can help grow their abilities or we can
suppress them. It is up to us. It is shown when they are provided with time and
tools that they can achieve. We can give them that. They are the future so we
are counting on them in reality.
Danielle
Loor M.Ed
EDU
441 – Methods and Materials for Teaching Mathematics
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