Pre-number begins at a very young age. It combines both the symbolic and children's language stage. It requires the students to know how to sort, order and recognise patterns. The more significant attributes students associate with learning numbers is by the shape, size and number. Pre-number refers to the beginning processes of a child's understanding to numbers. The order in which it occurs are as follows: Pre-number, early number, subitising ( remembering patterns), cardinal ( eg. how many people are there on the desk), ordinal ( 1st,2nd,3rd place) and nominal ( Maning something eg. student number).
Concepts, Skills and Strategies:
Concept- Pre-number concepts are referred as the foundation to mathematics and may not include numbers. The concepts include: Matching, Sorting, Comparing and Patterning. Matching may be as simple as recognising mum and dad, children are able to do this from a very early age as they match them based on their attributes therefore being able to distinctly recognise their parents from other parents. The Caldwell pattern was designed to teach children how to visualise numbers and patterns to develop their understanding of early number. This pattern helps children recognise number patterns quickly and effectively introducing the concept of subtising. Creative activities such as role playing (Mrs. Tens and Mrs. Ones) can also be useful in introducing the concept of place value further developing their understanding.
Skills- The basic skills children will need in order to understand Pre-number will be: Learning to count ( numbers 0-10), sequencing, shape, size as well as matching, sorting, comparing and ordering mentioned above.
Strategy- Useful strategies when introducing Pre-number are one to one correspondence where the children point to the object as they count, stable order ( getting the number order correct), order irrelevance ( no matter which way the order or pattern is the number of objects are still the same).By far the most common strategy used is by finger counting.
Misconceptions:
Students' might not fully understand that counting is a strategy to determine " how many" and the last number counted determines " how many". They may also avoid counting objects which have already been counted.
Resources:
In the Australian Curriculum, ACARA under the heading Foundation Year in subheading Number and Algebra it states that students will learn how to " connect number names, numerals and quantities, including zero, initially up to 10 and then beyond.
Sourced Teaching Strategy:
( Caldwell Pattern, YouTube: https://www.youtube.com/watch?v=Xaxy8ylxuzo)
Textbook Concepts, Skills and Strategy:
Developing early number concepts in children is vital in ensuring that they are learning both ordinal, nominal and cardinal numbers. Number cards would be useful for children when learning about ordinal numbers as it can help students solve a problem and clarifying the notion. Nominal numbers are used when providing a label or classifying something such as postcode or license plate, these numbers provide information but does not use the cardinal or ordinal aspects ( Reys.R, 2012). Cardinal numbers are the natural numbers used to identify the cardinality ( size) of a set.
References
Jamieson-Proctor, R. (2019). Learning Environment Online: Log in to the site. Retrieved from https://leo.acu.edu.au/mod/book/view.php?id=2406574&chapterid=190012
Jamieson-Proctor, R. (2019). Learning Environment Online: Log in to the site. Retrieved from https://leo.acu.edu.au/mod/book/view.php?id=2406574&chapterid=190011
Mathematics. (2019). Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/?strand=Number+and+Algebra&strand=Measurement+and+Geometry&strand=Statistics+and+Probability&capability=ignore&priority=ignore&year=11751&elaborations=true
Reys, R. (2017). Helping children learn mathematics (2nd ed., pp. 181,195,196,207). Milton, Qld: Wiley.
Search - Scootle. (2018). Retrieved from http://www.scootle.edu.au/ec/search?accContentId=ACMNA001
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