Studying pattern and shape (identifying or creating patterns or shapes, or exploring geometric properties). Several girls flattened a ball of clay into a disk, cut it, and made "pizza."ĥ. Investigating dynamics (putting things together, taking them apart, or exploring motions such as flipping). Three girls drew pictures of their families and discussed how many brothers and sisters they had and how old their siblings were.Ĥ. Enumerating (saying number words, counting, instantly recognizing a number of objects, or reading or writing numbers). When Brianna brought a newspaper to the art table to cover it, Amy remarked, "This isn't big enough to cover the table."ģ. Exploring magnitude (describing and comparing the size of objects). One girl, Anna, took out all the plastic bugs from the container and sorted them by type of bug and then by color.Ģ.
#Children doing math illustrations free#
But how often do they do that? And what does it mean for children's development? When children were studied during free play, six categories of mathematics content emerged.ġ. Young children explore patterns and shapes, compare sizes, and count things. These aspects of play can promote thinking and learning in mathematics as well as in other areas. Sticking with a problem - puzzling over it and approaching it in various ways - can lead to powerful learning, in addition, when several children grapple with the same problem, they often come up with different approaches, discuss various strategies, and learn from one another.
Pursuing their own purposes, they tend to tackle problems that are challenging enough to be engrossing yet not totally beyond their capacities. Exploring the Math in PlayĬhildren become intensely engaged in play. We know play is important to young children's development, so it isn't surprising that children's play is the source of their first "pre-mathematical" experiences.
Nita incorporated counting into her play to keep track of her dolls. "Oh! You are 'six'? And you are 'five'? Well, let's go find sisters 'three' and 'four.' I gotta find them, too." I'm calling you 'one.' You're 'two' and 'three' and 'four.' Where are your sisters, 'five' and 'six'?" She plays with the dolls for another minute. Passing by, her teacher inquires, "Where are the others?" Her teacher overhears Nita say, "Ummm. Four-year-old Nita is playing with four dolls that came from a set of six.
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