Learning to Count to 14 the Common Core Way and the DAP Way…

Learning to Count to 14 the Common Core Way and the Developmentally Appropriate Way – What is the Difference? Why Does it Matter?

Unfortunately, in too many kindergartens today, even many of the best trained teachers in play-based, developmentally appropriate practice say they are being pressured into teaching fact-based, “one-size-fits-all” math lessons and find that play-based activities are severely curtailed, if not banned.  This situation deprives young children of the opportunities they need now more than ever to develop a meaningful foundation for mathematical concepts in developmentally appropriate ways (Kamii, 2015; VanHoorn, 2015).  It undermines their ability and enthusiasm to use math to figure out real problems in the real world.  And having these meaningful learning experiences with math in school is increasingly important in today’s world, as media and technology take up more and more of the time many young children used to spend developing the foundations for mathematical thinking in their own uniquely created hands-on play activities at home (Levin 2013). If we want to optimize young children’s early math development and learning, we much return to high-quality, play-based activities, where well-trained teachers connect math learning to how children learn and to individual children’s interests and needs (Exchange, Jan./Feb. 2016).

Please read more in thmathforexchangee attached article by DEY’s Senior Advisor, Diane E. Levin and DEY’s co-director, Geralyn Bywater McLaughlin, which was originally published by Exchange Magazine in the Jan/Feb 2016 edition.

 

One thought on “Learning to Count to 14 the Common Core Way and the DAP Way…

  1. What we think is wrong with the current mathematics education system in elementary schools in the United States?

    …………………………

    Margery J. Doyle

    Cognitive Systems Scientist and Engineer

    Cognitive Architects and Engineers

    …………………………..

    Dr. Ahmed A. Moustafa

    Department of Veterans Affairs, East Organge, New Jersey, USA

    Marcs Institute for Brain and Behaviour and School of Social Sciences and Psychology, University of Western Sydney, Sydney, NSW, Australia

    …………………………

    What we think is wrong with the current mathematics education system in elementary schools in the United States?

    1- The current mathematics education system in elementary schools in the United States is relying heavily on the use of formal language.

    2- The current mathematics curricula teach the subject matter using mostly formal language, making the process very difficult for children training to learn mathematics at such a young age, when their formal language systems have yet to mature.

    3- Relying heavily on the formal language system can cause mathematics anxiety when learning mathematics, which in turn, decrease a student’s ability to learn mathematics effectively.

    …………………………….

    How can we teach children mathematics so easily?

    1- Because visual-spatial capabilities are well-developed and mature at a young age, a math curriculum in the form of tables conveying the concepts allows the child an opportunity to easily learn mathematical concepts.

    2- We use the visual-spatial abstract system with first grade students. Using the visual-spatial abstract system with first grade students will help students to form abstract concepts and master math so easily.

    3- We are using brain training programs, to build strong mathematics processing networks and processes in the student’s brain.

    …………………………………

    Brain-Inspired Math

    Visual-Spatial Abstract System, Grade 1

    A new technique for teaching mathematics and boosting a child’s math skills.

    http://www.amazon.com/Brain-Inspired-Math-Grade-1/dp/0996303502/ref=sr_1_9?ie=UTF8&qid=1446001567&sr=8-9&keywords=alpha+smart+brain

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