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Number Sense in Children’s Mathematics Learning
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Number Sense in Children’s Mathematics Learning
Introduction
A strong foundation of mathematical concepts is grounded in the proper development of number sense. The development of number sense begins even before children are in kindergarten and acts as an intermediate stage in conventional mathematics taught in school. The number sense comprises of three elements: arithmetic operations, counting, and numbers knowledge. According to Tomsett et al. (2017), the number sense refers to a child’s wholesome conception of the operation of numbers and the ability to use the comprehension of mathematical operations flexibly to make logical judgments and develop helpful strategies for handling numbers and operations. The number sense has been a challenge among scholars to come with a single agreed-upon definition but has widely referenced. However, it has been observed that number sense develops gradually and differs due to exploration, relating numbers in different ways, and visualization in different contexts.
Literature Review
Learning the most effective method to teach number sense is a lifelong endeavor with each generation. However, in an early age up to 8years old, teachers’ purpose to improve students’ ability to identify and use numbers that offer the learning opportunities in play and other daily activities by establishing patterns and the manner in which numbers relate. Therefore, new methods of promoting the development of number sense are consistently coming up, but all are predicated on the objective of promoting understanding of numbers and creating enough foundational mathematical knowledge for subsequent training of more complex mathematical challenges (Thiel & Perry, 2018). As indicated in the definition, number sense has a variety of functions, but most importantly, in an educational capacity, it serves as the prefix upon which mathematical concepts across disciplines are built. The management of these expectations makes it possible to examine the challenges associated with the creation of a fair balance.
Experiences Designing and Teaching Lessons
Elementary teachers play a critical responsibility in the development of the sense of numbers in children. Consequently, the depth of teachers’ mathematical knowledge and teaching skills contribute significantly to the foundational knowledge of their students. In a study conducted by Furgason (2010), the author gives an analogy that a good vehicle does not determine the right destination. Similarly, a student’s perception and understanding of mathematical concepts. Today, great focus has been directed to optimize the adoption of best practices. This involves incorporating more hands-on activities in mathematical instructions for children to enhance understanding through visualization and tactile engagement while learning mathematical concepts. While making mathematical concepts more concrete has proven to be an effective learning method, teachers' understanding of mathematical concepts determines how they guide the students. A comprehensive and intrinsic understanding, coupled with the concrete approach in teaching helps the children develop a deep understanding of these concepts while lack of such understanding limits the efficacy of the application of the best practices.
Social Environment. The social environment of children between kindergarten and third grade affects the development of fundamental knowledge at this stage; children need to be provided care that promotes positive emotional and enhances their mental health. This includes the development of a positive sense of self, ability to deal with stressful situations, accepting disappointments and frustration, and arousal of temperamental emotions. Teachers, parents, and other caregivers play a critical role in the child’s management of emotional arousal, managing behavior, and coping strategies. This is achieved by providing positive affirmation, creating a sense of security, and conveying love and respect. The management of these services makes it possible to access different services. These practices are essential to alleviate the internalization of behaviors associated with depression and anxiety, which result in impaired cognition and disassociation at home and in school. Such emotions are associated with hopelessness, apathy, withdrawal, and fearfulness. Such challenges at an early age are likely to impend a child’s ability to learn. Consequently, it engenders a friendly and secure environment.
Social competence of children is associated with the holistic development of a child with emotional, physical, cognitive, and linguistic elements. This is reflected in the ability of the child to interact respectfully with children from different ethnicity, race, religion, and economic backgrounds. Social competence is not developed in isolation, but is intertwined with other areas of development. These areas include the development of perspective, cooperation, sharing, empathy, and prosocial behaviors that are significant for success in school and non-academic fields. Such skills are associated with the success of a child as an adult. The role of parents, teachers, and care is to foster these qualities.
Children’s cognitive competence is essential for their excellence in academia and different levels of development. The cognitive competence of children comprises skills in reading, language, and communication, writing, problem-solving, and mathematics (Gadsden, Ford & Breiner, 2016). Challenging, stimulating, and supportive environments benefit the children by developing these competencies and skills that serve as a foundation for healthy modes of persistence required for academic success and self-regulatory practices. The management of a child’s environment is, therefore, the responsibility of their caretakers, including teachers, to show warmth and sensitivity, contingent responsiveness, and using appropriate discipline that is not very harsh.
Inquiry-based Learning Models
Promoting Mathematical Thinking
Mathematical knowledge in children is acquired through cultural processes. Such processes include understanding their behaviors. To understand their behaviors, they resolve problems in their environment collaboratively with people who are more knowledgeable than there are in different contexts. Therefore, children learn mathematical concepts by integrating their math problems and methods into their daily lives. Math is a science that involves the application of logic. This is done by presenting a child's challenge in some activities where they are required to think (Tomsett et al., 2017). Using physical challenges to solve the problem necessitates a higher level of thinking. The presentation of these intellectual challenges to the children eventually leads them to obtain deep and concrete mathematical understanding and logical thinking skills. Moreover, the experience gained from a child’s play and pedagogical orientations is the perfect matches in children’s mathematical learning. Rahmat (2017) argued that the development of mathematical concepts in young learners would not be adequate if their playing experience occurs without an explicit pedagogy.
Teachers’ creativity and mathematical knowledge determine their ability to integrate mathematical concepts in lessons and compliment children’s competences. Children’s cognitive, language and social development are not determined by maturity alone, but what they learn (Rahmat, 2017). As established earlier, a teacher’s mathematical understanding is critical for the effective integration of mathematical concepts in children’s play. Children have an informal understanding that has distinct methods of access. As such, teachers should assess the cognitive abilities of young learners and use teaching aids and strategies that can help the children understand and sustain the mathematical understanding shown by children in a holistic recreational environment.
Teachers play a critical role in creating a positive attitude toward mathematics through positive affirmation. Teachers may also affect the understanding, though interjecting in activities that have mathematical elements that were unplanned. Such scenarios present more opportunities to engage children in mathematical learning. According to Thiel and Perry (2018), posit that presenting new concepts to young children by creating a scenario that problem-solving and application of critical thinking skills (Go...