Most children can count aloud to ten by the time they begin Kindergarten and many children can count significantly higher. This is a vital step on the mathematical journey, however it does not by itself indicate an awareness of the meaning behind the numbers.
Basic Numeracy
Rote learning may be a handy tool to teach the names and order of numbers, but it needs to be supplemented with hands on activities so that children can gain an understanding that each number refers to a set amount or group of objects. In order to perform higher order calculations such as addition and subtraction, children must first be able to recognize and create concrete examples to represent numbers.
Conservation of Number
One important concept that young children often have difficulty understanding is conservation. Visual cues are very important for young children. If a tightly clustered group of objects is spread out they often believe that the number of objects has become greater. It is important to teach children that no matter how many times the layout of a group of objects is changed, the number of objects remains the same.
One-to-One Correspondence
In order for children to grasp the concept of conservation, they need to be given the tools to prove the theory for themselves. This is where one-to-one correspondence comes in. Simply put, one-to-one correspondence is the process of touching one object for each number that is counted aloud. This may seem simple but many children initially find it difficult to coordinate their counting with the movement of their hand.
Number Games and Activities
The following activities were taken from a program titled Count Me In Too that has been developed for use in New South Wales Primary schools.
- The Fishing Game – To prepare the game, draw and cut out a number of fish. On each fish write a number between 1 and 10 or draw a number of dots. Place a paperclip over the mouth of each fish and tie a magnet to a piece of string. Children take turns rolling a ten-sided die or pulling a number from a bag and then fishing for a fish that matches that number.
- The Picket Fence – Trace around Paddle Pop sticks to create a picket fence. On the palings of the fence write the numbers you are teaching e.g. 1-10 or 10-20. Write a corresponding number onto each Paddle Pop stick. Have the children place the Paddle Pop sticks onto the corresponding fence palings to build their fence. When the children become more confident, draw a fence that is not numbered and have the children place the Paddle Pop sticks onto the fence in the correct order.
- The Mystery Box – In a shoebox, place a set of cards numbered 1-10. For each card place a matching number of objects e.g. 1 feather, 2 pencils, 3 bottle tops etc. The children group the matching objects together and then label the groups with the numbered cards. Change the objects regularly to keep children motivated.
Mathematics is an area of study that relies heavily upon a strong foundation of basic skills. Understanding the abstract concept of what a number is and being able to recognize and reproduce both written and concrete examples of numbers are essential tools for future mathematical success. Although rote learning has its place, it is far more effective and motivational to teach young students their numbers through the use of fun activities and games.
The recognition of numbers and letters often go hand in hand and another essential skill in Early Childhood education is Letter/Sound Correspondence.
