1

Lesson
Philosophical Considerations
1.1

Content Input

What is Mathematics?

Mathematics is the science that deals with the logic of shape, quantity, and arrangement.
Math is all around us, in everything we do. It is the building block for everything in our daily lives,
including mobile devices, architecture (ancient and modern), art, money, engineering, and even
sports.

In the context of early childhood education, Brewer (1998), emphasized that for young
children, mathematics is a way of viewing the world and their experiences in it. It is a way of
solving real problems. As children grow and develop, their mathematical activities change.

What Does It Mean to Know Mathematics?

Stop for a moment and write a few sentences about what it means to do and know
mathematics, based on your own experiences. Then put your paper aside until you have finished
this lesson.
The description of doing mathematics presented here may not match your personal
experiences That’s okay! However, it is not okay to be closed off to new ideas that may clash with
your perceptions or to refuse to acknowledge that teaching mathematics could be dramatically
different than your previous experience.
Mathematics is more than completing sets of exercises or mimicking processes the
teacher explains. Doing mathematics means generating strategies for solving problems, applying
those approaches, seeing if they lead to solutions, and checking to see if your answers make
sense. Doing mathematics in classrooms should closely model the act of doing mathematics in
the world.
In the context of early childhood education, mathematics for young children is about
discovering and learning mathematical concepts through play: number, geometry and
measurement and statistics. Moreover, children typically learn mathematical concepts using
math language - informally but intentionally - as children play. They add math language too when
they are engaged in everyday experiences together.

The Philosophy of Mathematics

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The philosophy of mathematics influences the content and organization of the

mathematics curriculum. It defines the valid source of information from which accepted theories,
principles, and ideas are relevant to the mathematics curriculum.

The philosophy of mathematics helps especially a curriculum designer of mathematics to

answer questions like: What schools are for? What subjects of mathematics are of value? What
materials and methods are to be used? And how do students learn mathematics?

The Philosophy of Mathematics also helps to determine: The goals of Mathematics

education, the contents and general organization of mathematics curriculum, and the process of
teaching and learning mathematics.

Philosophical Considerations in Teaching Mathematics

According to Ediger (1998) in his book, Philosophical Considerations in Teaching

Mathematics, there are diverse philosophies which teachers and administrators need to consider
and appraise.
1. The philosophy or philosophies chosen in instruction need to harmonize with pupils'
individual learning styles.
Learners need quality objectives, learning opportunities, and evaluation procedures
to achieve as optimally as possible in mathematics.

2. Pupils may need a more structured environment in mathematics.

3. The pupil is the focal point of instruction in mathematics. Mathematics is basic and it
is vital for pupils to learn as much as possible therein.

4. Teachers and administrators need to stay abreast of current trends in the teaching of
mathematics and implement what is relevant and assists pupils to learn as optimally
as possible.
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REFERENCES

Books

Pound, L. (2008). Thinking and Learning about Mathematics in the Early Years. Routledge 2 Park
Square, Milton Park, Abingdon, Oxon OX14 4RN

Steffe, L. (2004). ‘PSSM (Principles and Standards for School Mathematics) From a Constructivist
Perspective’ in Clements, D. H. and Sarama, J. (eds) Engaging Young Children in
Mathematics London: Lawrence Erlbaum Associates.

Online

What is mathematics. Retrieved from

https://www.youtube.com/watch?v=GXIhFHKjLC4&feature=youtu.be on August 10,
2020.

Why early childhood is the right time to start learning mathematics. Retrieved from
https://www.youtube.com/watch?v=B2Z0djuCDKA&feature=share on August 11, 2020.

Philosophy of mathematics. Retrieved from

https://www.youtube.com/watch?v=DlQaP4c_Jxk&feature=share on August 11, 2020.

Philosophical considerations in teaching mathematics. Retrieved from

https://www.researchgate.net/publication/234663880_Philosophical_Considerations_i
n_Teaching_Mathematics on August 10, 2020.
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Lesson Standards, Guidelines, and Goals for

1.2 Mathematics

Throughout the early years of life, children notice and explore mathematical dimensions
of their world. They compare quantities, find patterns, navigate in space, and grapple with real
problems such as balancing a tall block building or sharing a bowl of crackers fairly with a
playmate. Mathematics helps children make sense of their world outside of school and helps
them construct a solid foundation for success in school.
The National Council of Teachers of Mathematics (NCTM) and the National Association
for the Education of Young Children (NAEYC) affirm that high-quality, challenging, and accessible
mathematics education for 3- to 6-year-old children is a vital foundation for future mathematics
learning. In every early childhood setting, children should experience effective, research-based
curricula and teaching practices. Such high-quality classroom practice requires policies,
organizational support, and adequate resources that enable teachers to do this challenging and
important work.

Content Input

National Council of Teachers of Mathematics

The National Council of Teachers of Mathematics (NCTM) was founded in 1920 and
considered as the world's largest mathematics education organization. The National Council of
Teachers of Mathematics is a public voice of mathematics education, providing vision, leadership,
and professional development to support teachers in ensuring mathematics learning of the
highest quality for all students.

The NCTM Principles for School Mathematics

Equity: Excellence in mathematics education requires equally high

expectations and strong support for all students.
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Curriculum: A curriculum is more than a collection of activities; it

must be coherent, focused on important mathematics, and well-
articulated across the grades.
Note: These
principles are Teaching: Effective mathematics teaching requires
relevant across all understanding of what students know and need to learn and then
grade levels, challenging and supporting them to learn it well.
including early
childhood. Learning: Students must learn mathematics with understanding,
actively building new knowledge from experience and prior
knowledge.

Assessment: Assessment should support the learning of important

mathematics and furnish useful information to both teachers and
students.

The National Council of Teachers of Mathematics (NCTM) curriculum standards emphasizes five
goals for learners:
1. Learning to value mathematics
2. Becoming confident in one’s ability
3. Becoming a mathematical problem solver
4. Learning to communicate mathematically
5. Learning to reason mathematically

In addition to the above-mentioned goals, the following are also included:

1. Giving children opportunities to participate in many activities that encourage the
development of mathematical concepts.
2. Encouraging children to use mathematical knowledge to solve problems and
understands relationships.
3. Helping children develop a concept of mathematics as relevant to their own problems
and environment, as opposed to viewing mathematics as something one memorizes
and repeats.

The major objective of mathematics instruction is teaching for understanding.

Understanding occurs when a mathematical concept or procedure becomes a real part of the
mental structure. Understanding develops through interaction with materials, peers, and
supportive adults in a setting where learners have opportunities to construct their own
relationships when they first meet a new topic.
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National Association for the Education of Young Children

The National Association for the Education of Young Children (NAEYC) guidelines for
mathematics and science state that mathematics begins with an exploration of materials such as
building blocks, sand, and water for 3-year-olds and extends to cooking, observation of
environmental changes, working with tools, classifying objects with a purpose, and exploring
animals, plants, machines, and so on for 4- and 5-year-olds. For 5- through 8-year-old children,
exploration, discovery, and problem-solving are appropriate.

Children in early childhood settings will:

o Have a variety of opportunities to handle, manipulate, and explore materials as they think
about mathematical ideas.
o Take part in activities designed to move them from dependency on the physical world to
the abstract world of ideas.
o Have opportunities to develop the skills of classifying, comparing, ordering, measuring,
graphing, counting, and performing operations on numbers.

Math concepts are introduced in activities with materials known as ‘manipulatives. These
include puzzles, construction toys, and objects for counting, sorting, and classifying.

Math concepts are also learned even during snack time by looking at shapes of food,
counting cookies or cereals, and finding out who has more or a smaller number of biscuits. The
child is exposed to math in such a way that he/she sees it as something both fun and purposeful.
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REFERENCES

Books

National Council of Teachers of Mathematics. 2000. Principles and standards for school
mathematics. Reston, VA: Author.

Online

National Council of Teachers of Mathematics. Retrieved from https://www.nctm.org/About/ on

August 13, 2020.

Early Childhood Mathematics: Promoting Good Beginnings. Retrieved from

https://www.naeyc.org/sites/default/files/globally-
shared/downloads/PDFs/resources/position-statements/psmath.pdf on August 13, 2020
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Lesson
Early Learning Framework and Curriculum
1.3

The National Early Learning Curriculum (NELC) was developed by the Early Childhood,
Care and Development (ECCD) Council and is anchored on the principles of the National Early
Learning Framework (NELF). It is a set of eight (8) Learning Resource Packages (LRPs) that include
suggested activities and guidelines that are based on Developmentally Appropriate Practices
(DAP).
Moreover, the development of NELF was aimed to serve as an anchor for curriculum and
program planners in coming up with appropriate learning experiences and capacity-building
initiatives that would be made an integral part of the National EECD System.

Content Input

GOAL

The goal of the National Early Learning Framework (NELF) is to provide Filipino children
with early learning and development programs that are age-appropriate (developmentally
appropriate), gender-fair, sensitive to diverse cultures (culturally appropriate), and where he/she
may be sheltered with love and care of family and community.
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Domains of Development The Five Learning Outcomes of

the Framework
1. Physical Health, Well-Being 1. Children have a strong sense
and Motor Development of identity
2. Social-Emotional 2. Children relate to and
Development contribute to their world.
3. Character and Values 3. Children have a strong sense
Development of well-being.
4. Cognitive Development/ 4. Children are confident and
Intellectual Development involved learners.
5. Language Development 5. Children are effective
6. Creative-Aesthetic communicators.
Development
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These are the set of Learning Resource Packages (LRPs) in NELC that includes suggested activities
and guidelines that are based on Developmentally Appropriate Practices (DAP).

Learning Resource 1
Implementing the National Early Learning Resource 2
Learning Curriculum and
Standards, Competencies,
Learning Resource Packages:
Indicators and Domains
Notes for the Child
Development Teachers/Workers

Learning Resource 3
Learning Resource 4
Suggested Calendar of Activities
Suggested Routine Activities for
for Parent Mentors of Infants
Pre-K1 and Pre-K2
and Toddlers

Learning Resource 5 Learning Resource 6

Suggested Activities for Pre-K1: Suggested Activities for Pre-K2:
3 – 3.11 years old 4 – 4.11 years old

Learning Resource 7
Suggested Teaching Resources: Learning Resource 8
Action Songs, Poems, Rhymes, Family Support Program
and other Creative Activities
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Most ECCD programs can be

Information Concerning the Curriculum and
described as eclectic in their approach
Contents of ECCD Programs
to philosophy, conceptual frameworks
and curriculum design. However,
while the theories that influence their development may be rather like one another, the specifics
of the curricula are a more accurate indicator of these programs’ orientation. These curricula can
be broadly classified under three categories, described here in terms of their focus and their
methods.

The first type of curriculum is geared towards the traditional primary school, which is
organized in terms of subject matter areas and focuses mainly on cognitive, literacy and
numeracy skills. Children are mostly engaged in teacher-directed, structured, sedentary
classroom tasks, and their experiences are limited to paper-pencil tasks with a sprinkling of
arts and crafts, music and movement.

The second type of curriculum is informal, play-based and activity-oriented that

allows children to explore a variety of topics in a comparatively random fashion. The learning
experiences are designed to support physical, social, emotional, language and cognitive
development.

The third type follows a similarly diverse and comprehensive pattern, to respond to
all dimensions of child development. However, a more integrated and well-balanced
curriculum that shows careful attention to content is achieved by organizing activities
around well-selected themes or topics of study. These programs are more learner-
centered and emphasize children’s active participation. There are also ECCD centers that
implement or adapt specific program models, such as those based on Maria Montessori’s
work, the developmental-interaction approach associated with Bank Street College, the
Waldorf School, and the Kumon method from Japan. Their curricula can also be seen in terms
of the three types mentioned above.

The curriculum of the day-care center is designed to be more like the second type
mentioned, with some features from the third type of curriculum. The daycare center’s activity
plan is organized around topics or themes and is designed to provide a variety of activities:
dramatic, manipulative, and group play, arts and crafts, music, storytelling, and other language
experiences.
The day-care workers’ main references are: 1) the original Weekly Plan Activity Guide,
with selected topics for a ten-month period; and 2) the Resource Book on ECCD, which includes
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additional themes and recommended concepts and learning experiences. The daily routines and
the physical space of the daycare center are like the pre-schools that are compatible with an
activity-centered curriculum. There are well-defined play or activity “corners,” and the children’s
daily schedule is divided into blocks of time for specific activities and transitions between, e.g.
play, storytelling and meals.

REFERENCES

Online

Curriculum development. Retrieved from

https://www.youtube.com/watch?v=h56KTb4FbB8&feature=share on August 18, 2020.

Philippine Early Childhood Care and Education Programs. Retrieved from

https://unesdoc.unesco.org/ark:/48223/pf0000147225 on August 18, 2020.

National Early Learning Framework of the Philippines. Retrieved from

https://www.eccdcouncil.gov.ph/downloadables/NELF.pdf on August 18, 2020.
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Lesson
The K to 3 Mathematics Curriculum
1.4

Mathematics is one subject that pervades life at any age and in any circumstance. Thus,

its value goes beyond the classroom and the school. Mathematics as a school subject, therefore,

must be learned comprehensively and with much depth.

In this lesson, you will learn the twin goals of Mathematics in the K to 12 Curriculum. Goals

that are to be achieved with an organized and rigorous curriculum content, a well-defined set of

high-level skills and processes, desirable values and attitudes, and appropriate tools, considering

the different contexts of Filipino learners.

Content Input

The Conceptual Framework of Mathematics Education

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CONCEPTUAL FRAMEWORK
The twin goals of mathematics at the basic education levels are Critical Thinking and
Problem Solving.
Critical thinking, according to Scriven and Paul (1987), is the intellectually disciplined
process of actively and skillfully conceptualizing, applying, analyzing, synthesizing,
and/or evaluating information gathered from, or generated by, observation,
experience, reflection, reasoning, or communication, as a guide to belief and action.
On the other hand, according to Polya (1945 & 1962), mathematical problem solving
is finding a way around a difficulty, around an obstacle, and finding a solution to a
problem that is unknown.

D. Five Content Areas

There are five content areas in the curriculum, as adopted from the framework
prepared by MATHTED & SEI (2010):
Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra, and
Probability and Statistics.

C. Specific Skills and Processes

The specific skills and processes to be developed are:

knowing and understanding; estimating, computing and solving; visualizing and

modelling; representing and communicating; conjecturing, reasoning, proving and
decision-making; and applying and connecting.

B. Values and Attitudes

The following values and attitudes are to be honed as well:

accuracy, creativity, objectivity, perseverance, and productivity.
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D. Appropriate Tools

We recognize that the use of appropriate tools is necessary in teaching

mathematics. These include:
manipulative objects, measuring devices, calculators and computers, smart phones and
tablet PCs, and the Internet.

A. Contextualization

We define context as a locale, situation, or set of conditions of Filipino learners that

may influence their study and use of mathematics to develop critical thinking and problem-
solving skills. Contexts refer to beliefs, environment, language and culture that include
traditions and practices, as well as the learner’s prior knowledge and experiences.
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E. Principles and Theories

The framework is supported by the following underlying learning principles

and theories:
Experiential Learning as advocated by David Kolb is learning that occurs by
making sense of direct everyday experiences. Experiential Learning theory defines
learning as "the process whereby knowledge is created through the transformation
of experience. Knowledge results from the combination of grasping and
transforming experience"(Kolb, 1984).
Situated Learning, theorized by Lave and Wenger, is learning in the same
context in which concepts and theories are applied.
Reflective Learning refers to learning that is facilitated by reflective thinking.
It is not enough that learners encounter real-life situations. Deeper learning occurs
when learners can think about their experiences and process these, allowing them
the opportunity to make sense of and derive meaning from their experiences.
Constructivism is the theory that argues that knowledge is constructed when
the learner can draw ideas from his/her own experiences and connect them to new
ideas.
Cooperative Learning puts premium on active learning achieved by working
with fellow learners as they all engage in a shared task. The mathematics curriculum
allows for students to learn by asking relevant questions and discovering new ideas.
Discovery Learning and Inquiry-based Learning (Bruner, 1961) support the idea that
students learn when they make use of personal experiences to discover facts,
relationships, and concepts.
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CURRICULUM GUIDE
A. Kindergarten

The Kindergarten Curriculum Framework (KCF) draws from the goals of the K
to 12 Philippine Basic Education Curriculum Framework and adopts the general
principles of the National Early Learning Framework (NELF). Kindergarten learners
need to have a smooth transition to the content-based curriculum of Grades 1 to 12.
B. Primary Level

Students in Grades 1 to 3 will experience an enhanced, context-based, and

spiral progression learning curriculum with the following subjects:
Mother Tongue
Filipino
English
Mathematics
Science
Araling Panlipunan
Edukasyon sa Pagpapakatao
MAPEH

LEARNING AREA STANDARD IN MATHEMATICS

The learner demonstrates understanding and appreciation of key concepts and principles
of mathematics as applied - using appropriate technology and tools - in problem-solving, critical
thinking, communicating, reasoning, making connections, representations, and decisions in real
life.
A. Key Stage Standards
K to 3 4-6 7-10
At the end of Grade 3, the learner At the end of Grade 6, the learner At the end of grade 10, the
demonstrates understanding and demonstrates understanding and learner demonstrates
appreciation of key concepts and appreciation of key concepts and understanding and
skills involving numbers and skills involving numbers and appreciation of key concepts
number sense (whole numbers up number sense (whole numbers, and skills involving numbers
to 10,000 and the four number theory, fractions, and number sense(sets and
fundamental operations including decimals, ratio and proportion, real numbers); measurement
 18

money, ordinal numbers up to percent, and (conversion of units); patterns

100th, basic concepts of fractions); integers);measurement (time, and algebra (linear equations
measurement (time, length, mass, speed, perimeter, circumference and inequalities in one and
capacity, area of square and and area of plane figures, volume two variables, linear
rectangle); geometry (2- and surface area of solid/space functions, systems of linear
dimensionaland 3-dimensional figures, temperature and meter equations, and inequalities in
objects, lines, symmetry, and reading); geometry (parallel and two variables, exponents and
tessellation); patterns and algebra perpendicular lines, angles, radicals, quadratic equations
(continuous and repeating patterns triangles, quadrilaterals, polygons, ,inequalities, functions,
and number sentences); statistics circles, and solid figures); patterns polynomials, and polynomial
and probability (data collection and and algebra(continuous and equations and functions);
representation in tables, repeating patterns, number geometry (polygons,
pictographs and bar graphs and sentences, sequences, and simple axiomatic structure of
outcomes)as applied -using equations); statistics and geometry, triangle
appropriate technology - in critical probability (bar graphs, line graphs congruence, inequality and
thinking, problem solving, and pie graphs, simple experiment, similarity, and basic
reasoning, communicating, making and experimental probability) as trigonometry);statistics and
connections, representations, and applied -using appropriate probability (measures of
decisions in real life. technology - in critical thinking, central tendency, variability
problem solving, reasoning, and position; combinatorics
communicating, making and probability) as applied –
connections, representations, and using
decisions in real life. appropriate technology - in cr
itical thinking, problem
solving, communicating,
reasoning, making
connections ,representations,
and decisions in real life.

B. Grade Level Standards

Grade Level Grade Level Standards
Kindergarten The learner demonstrates understanding and appreciation of key concepts and
skills involving numbers and number sense (whole numbers up to 20,basic
concepts on addition and subtraction); geometry (basic attributes of objects),
patterns and algebra (basic concept of sequence and number pairs);
measurement (time, location, non-standard measures of length, mass and
capacity); and statistics and probability (data collection and tables)as applied -
using appropriate technology - in critical thinking, problem solving, reasoning,
communicating, making connections, representations and decisions in real life.
Grade 1 The learner demonstrates understanding and appreciation of key concepts and
skills involving numbers and number sense (whole numbers up to 100, ordinal
numbers up to 10th, money up to PhP100, addition and subtraction of whole
numbers, and fractions ½ and 1/4);geometry (2- and 3-dimensional objects);
patterns and algebra (continuous and repeating patterns and number
sentences); measurement (time, non-standard measures of length, mass, and
capacity);and statistics and probability (tables, pictographs, and outcomes) as
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applied - using appropriate technology - in critical thinking, problem solving,

reasoning, communicating, making connections, representations, and
decisions in real life.

Grade 2 The learner demonstrates understanding and appreciation of key concepts and
skills involving numbers and number sense (whole numbers up to 1000, ordinal
numbers up to 20th, money up to PhP100, the four fundamental operations of
whole numbers, and unit fractions); geometry (basic shapes, symmetry, and
tessellations); patterns and algebra (continuous and repeating patterns and
number sentences);measurement (time, length, mass, and capacity); and
statistics and probability (tables, pictographs, and outcomes) as applied - using
appropriate technology - in critical thinking, problem solving, reasoning,
communicating, making connections, representations, and decisions in real
life.

Grade 3 The learner demonstrates understanding and appreciation of key concepts and
skills involving numbers and number sense (whole numbers up to10 000;
ordinal numbers up to 100th; money up to PhP1 000;the four fundamental
operations of whole numbers; proper and improper fractions; and similar,
dissimilar, and equivalent fractions); geometry (lines, symmetry, and
tessellations); patterns and algebra (continuous and repeating patterns and
number sentences); measurement (conversion of time, length, mass and
capacity, area of square and rectangle); and statistics and probability(tables,
bar graphs, and outcomes) as applied - using appropriate technology - in critical
thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life.
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Lesson
The Mathematics Programs
1.5

Math programs organize math concepts so that learners see how the concepts connect

to and build on each other. Moreover, learning about the various programs can make it easier to

help learners who are struggling in mathematics and help us to be more innovative.

So, in this lesson, you will learn the different mathematics programs and their methods,

components, and strategies.

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Content Input

SINGAPORE MATH PROGRAM Singapore’s Ministry of Education

Singapore Math is a program with a unique framework with a focus on building problem-
solving skills and an in-depth understanding of essential math skills. It is closely aligned
with curriculum focal points recommended by the National Council of Teachers of
Mathematics and the Common Core State Standards.

The Method

The Singapore math method is focused on mastery, which is achieved through

intentional sequencing of concepts. Some of the key features of the approach
include the CPA (Concrete, Pictorial, Abstract) progression, number bonds, bar
modeling, and mental math.

In Singapore math, students must think through concepts and apply them in new
ways from the very start. Since they can’t rely on simple replication, students are
pushed to greater engagement and broader thinking.

Singapore math not only helps students become more successful problem solvers, it
helps them gain a sense of confidence and resourcefulness because it insists on
conceptual depth. This naturally prepares students to excel in more advanced math.

The Components and Strategies

A. Concrete, Pictorial, Abstract (CPA) Approach
The CPA approach develops a deep understanding of math through building on existing
knowledge. This highly effective framework introduces concepts in a tangible way and progresses
to increasing levels of abstraction.

• In the concrete phase, students interact with physical objects to model problems.
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• In the pictorial phase, they make a mental connection between the objects they just
handled and visual representations of those objects.
For example, real oranges (or counters standing in for oranges) are now represented
as drawings of oranges.
• In the abstract phase, students use symbolic modeling of problems using numbers and
math symbols (+, −, ×, ÷).
B. Number Bonds
• Number bonds are a pictorial technique that show the part-whole relationship
between numbers.
• This method helps early elementary students work towards addition and subtraction
and illustrates strategies to solve expressions mentally.
• Using number bonds fosters a solid number sense that serves students throughout
their math education.
C. Bar Modeling
• Bar models are a versatile and transferable tool that students can use to visualize a
range of math concepts, such as fractions, ratios, percentages, and more.
• Drawing bar models for word problems allows students to determine the knowns and
unknowns in each situation.
• It prepares them to understand more complex math on a conceptual level.
• This method is most effective when used frequently throughout the program.
D. Mental Math
• The Singapore Math approach teaches techniques and skills to easily and accurately
perform mental math. These strategies help students develop number sense and
flexibility in thinking about numbers.
• Some mental math strategies are taught as early as grade 1. As students’ progress,
they learn to apply new mental math strategies to specific types of problems and
adapt ones they already know.
• Students are encouraged to develop their own strategies, and to use their
discernment in deciding when and where to use them.
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KUMON PROGRAM Toru Kumon (Founder)

The Kumon Program is a home-based education system that aims to develop students’
academic ability and independence. Kumon materials incorporate methods for introducing new
content in a way that enables students to learn without directly being taught even after
advancing beyond school grade level.
The Kumon Method and Its Strengths

Kumon aims to foster sound, capable individuals who can

independently carve out a path for themselves in life.

With the Kumon Method students begin study from a comfortable starting point that
is suitable for each student’s level of ability, without taking their age or grade level
into consideration.

At Kumon, students are enabled to develop advanced academic and self-learning

ability by ensuring that they are always studying at a level that is “just right” for
them.

The Kumon Method aims for students to go beyond

their school grade level through self-learning and advance to
studying high school level material at an early age.

To sum up, the Kumon Method is a learning method that

pursues the potential of each individual student and develops
his or her ability to the maximum.

The Components

• The Kumon Math program develops quick, precise calculation skills necessary for the
study of mathematics. Only topics essential for mathematics are included. They include
number recognition, counting and writing; the four basic operations of addition,
subtraction, multiplication and division; fractions and decimals; algebra, equations,
functions and calculus.
• Each worksheet builds on what has come before and prepares students for what comes
next. Students’ progress step by step, towards the goal of advanced high school
mathematics.
 24

The Kumon Math program has many benefits for early learners. These include:

• Instructing early learners on how to hold and use a pencil through interesting exercises
and activities in the preparatory level worksheets.
• Helping early learners to recite, read and count and write numbers by themselves.
• Assisting early learner to see the joy in learning through their colorful and interesting
worksheets, and through the constant encouragement from their Kumon Instructor.
• Preparing early learners for later learning by providing a strong math foundation.
• Kumon study only takes a small amount of time each day. Early learners will have plenty
of time for play and other activities!

MONTESSORI PROGRAM Dr. Maria Montessori

The Montessori math program addresses three separate concepts: number, quantity, and the
relationship of the two together. The child uses concrete materials that isolate each concept.
Then the child is shown how to label a quantity with the appropriate numerical symbol. The child
then advances to a progression of sequential materials that combine number and quantity.
The Method

Montessori is a method of education that is based on self-directed activity, hands-on

learning and collaborative play.

In Montessori classrooms children make creative choices in their learning, while the classroom
and the highly trained teacher offer age-appropriate activities to guide the process.

Montessori classrooms are beautifully crafted environments designed to meet the

needs of children in a specific age range.

Every material in a Montessori classroom supports an aspect of child development,

creating a match between the child’s natural interests and the available activities.

Children can learn through their own experience and at their own pace. They can respond at any
moment to the natural curiosities that exist in all humans and build a solid foundation for life-long
learning.

Montessori environments support the learning of children from birth to middle school:
A. INFANT/TODDLER (for children ages birth to three years)
• provide a safe, engaging and nurturing environment for the child
 25

• promote trust in themselves and their world

• develop confidence in their emerging abilities
• develop gross motor coordination, fine motor skills, and language skills
• offer opportunities to gain independence in daily tasks
B. PRIMARY (ALSO CALLED THE CASA OR CHILDREN’S HOUSE) (for children ages three to six years)
• foster the growth of functional independence, task persistence and self-regulation
• promote social development through respectful, clear communication and safe,
natural consequences
• contain a large variety of materials for the refinement of sensory perception and the
development of literacy and mathematical understanding
• offer opportunities for imaginative exploration leading to confident, creative self-
expression
C. ELEMENTARY (for children ages six to twelve years) (Lower Elementary, ages six to nine; Upper
Elementary, ages nine to twelve)
• offer opportunities for collaborative intellectual exploration in which the child’s
interests are supported and guided
• support the development of self-confidence, imagination, intellectual independence
and self-efficacy
• foster an understanding of the child’s role in their community, in their culture and in
the natural world

The Components
Below is a brief explanation for how Montessori Program introduce children to numbers and the
ways they work with each other:
A. Sensory Material

• In preschool, their most important goal is to help children ‘feel their way’ around the
numbers they’re going to be working with in the coming years.
• At the preschool stage includes exercises that introduce shapes, size, weight, patterns,
and similarities, leading children to independently discern and identify materials
through each of the five senses.
B. Number Rods
• The first math material that is presented to children is called the Number Rods, a
uniquely Montessori learning tool.
• Children use rods in a number of different exercises, building them in ascending stairs
to understand how the numbers rise, counting them out loud when asked for a certain
number, and verbally demonstrating the differences between two rods to gain greater
familiarity of the relationships between numbers.
C. Numerals
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• Once children have gained a concrete understanding of quantity and sequence from
working with Number Rods, then they move on to concrete numerals for numbers 1-
10.
• The numbers they present are represented as sandpaper with a wood backing, used to
help children learn the numbers through a variety of senses.
• After these concepts are taught in isolation, they merge them so that children
understand that a given numeral, such as ‘2’, represents a certain quantity, with a
certain name, and a certain symbol.
• Then proceed through a series of exercises that reinforce and build on this concept,
before moving to more advanced counting and the decimal system.
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Lesson Piagetian Periods of Mathematical

2.1 Concept Development and Thought

The constructivist approach is based on idea that knowledge can never be passed from
one person to another. The only way to acquire knowledge is to create or construct them.
The constructivist approach changes also the role of the teacher in the educational
process, the task of them is to organize the environment so that the student himself can construct
the cognitive forms that teacher wants to give him.
In the constructivist view of teaching mathematics to young children, Piaget (1965) has
outlined the development of number concepts in children. He traces the beginning of number
concepts from birth at the sensorimotor stage through formal thought at around age 11 or 12.

Think and Understand

A.) Sensorimotor Period (0-2 years)

Concepts of mathematics are believed to develop as children grasp small objects, touch a
variety of blocks, or move objects of different shapes around on the floor.
Piaget believed that mathematical understanding begins when infants develop object
permanence, as they realize an object exists even if not present.
Classification skills are also believed to have their beginnings in infancy. Just the fact that
children use words means they are putting objects into categories and classifying.

B.) Preoperational Period (2-7 or 8 years)

This period is characterized by the development of preconcepts. Children can now

manipulate symbols or representations of the physical world. During this period, children
learn to conserve, which is necessary for all later mathematical understanding.
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In conservation, children have developed the understanding that materials or objects stay
the same regardless of how they are changed in form or arranged differently in space.
While children may be able to learn simple mathematical skills or routine calculations
without being able to conserve, without this ability, they will be constrained in developing
mathematical understandings and unable to solve more complex problems or tasks.
There are three levels of conservation:
1. Children consider it natural for the form or number of materials to change or vary
according to their arrangement, shape or container they are in.
2. Children develop the idea that the amount of matter stays the same, even if arranged
differently.
3. Children can conserve quantities, volume, discontinuous quantities, and mass.

Through the age of seven or eight, children’s mathematical thinking is called semilogical.
Since they can’t keep in mind more than one relationship at a time, they have difficulty
making comparisons and seeing relationships. They are unable to use the reversible
thought processes that would permit them to think logically.

C.) Concrete Operations (7 or 8 to 11 or 12 years)

During this stage, children continue to expand logical-mathematical thought. They are
now operational in their thinking.
They still need objects to handle and manipulate as they think (hence the term concrete
operations), but they are no longer overwhelmed by the perceptual or sensory cues they
receive from the environment.
Even though children still base their ideas on observations of and experiences with
objects, they are beginning to break away from the manipulation of objects as a way of
knowing (Copeland, 1974).
Children are ready to think about classes, seriations and numbers.
At this stage, they can reverse thought, complete calculations and develop logical ideas
of number, weight, area and time.
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D.) Formal Operations (Age 11 to Adult)

Children could use logical thought and deductive reasoning.

They can establish any relation between classes and use combinations and permutations.
They can consider powerful mathematical ideas or problems, make maps, and deal with
problems concerning time and distance probability and geometry.
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Lesson Piaget’s View of How Children

2.2 Acquire Mathematical Knowledge

Mathematical knowledge involves understanding concepts (Hiebert & Lefevre,

1986). It involves a process of thinking to construct a unit of abstract conceptual knowledge
through linking all pieces of information in an individual's mind

Thus, mathematical knowledge is generated by the individual through his/her own active
involvement with all pieces of information that make sense to him/her. Mathematical knowledge
acquired through conceptualization entails understanding the underlying structure of
mathematics.
In this lesson, you will learn the three areas of Piaget’s view of how children
acquire mathematical knowledge by constructing it through their interaction with the
environment.
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Content Input

Piaget regarded knowledge as a process.

Knowledge involves internal self-regulation of
understanding. That is, the individual actively constructs
relations between and among objects and elements. To
know something means to act on that thing. The action
can be either physical or mental or both; action can be on
objects, images, and symbols that are somewhat familiar
to children.
Knowledge is acquired continually during
Jean Piaget (1896-1980) development and during the passage from one
sites.google.com/site/thedevelopmentaltheory/jean-piaget
developmental stage to another. The essential part of knowledge is structure, which is a unit of
relations that are meaningfully connected and organized.
Piaget also contended that mathematical knowledge is the individual's mental
construction of relations between and among objects. With their mathematical framework,
children construct both physical and social knowledge.
According to Piaget’s view, children acquire knowledge by constructing it through their
interaction with the environment. Children do not wait to be instructed to do this; they are
continually trying to make sense of everything they encounter. Piaget divides knowledge into
three areas:
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Physical Knowledge is a type that includes learning about objects in the

environment and their characteristics (color, weight, size, texture, and
other features that can be determined through observation and are
physically within the object).

Logico-mathematical Knowledge is the type that includes relationships

each individual construct (such as same and different, more or less,
number, classification, and so on) to make sense out of the world and to
organize information.

Social (or conventional) Knowledge is the type that is created by

people (such as rules for behavior in various social situations).
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Lesson Principles of Teaching Mathematics

2.3 among Young Children

A positive attitude toward mathematics and a strong foundation for mathematics

learning begins in early childhood. These good beginnings reflect all the characteristics of good

early childhood education: a deep understanding of children’s development and learning; a

strong community of teachers, families, and children; research-based knowledge of early

childhood curriculum and teaching practices; continuous assessment in the service of children’s

learning; and abiding respect for young children’s families, cultures, and communities.

So, in this lesson, you will learn the principles of teaching mathematics among young

children and how to form concepts of numbers that children need.

Content Input

Principles of Teaching Mathematics

Mathematics is an example of logical thought or knowledge. Mathematical knowledge

doesn’t exist in objects or in external reality, but is a relationship (Kamii, 1982). Because
mathematical knowledge is a relationship, something constructed by the mind, direct teaching
alone will not build this knowledge. Children must develop or construct it for themselves through
their own experiences and reflections on them (Forman & Kuschner, 1983; Baroody, Ginsburg &
Waxman, 1983). No amount of verbal instruction or drill will enable children to construct the idea
of numbers (Lemoyne & Favreau, 1981). Knowledge of numbers is acquired through action in the
physical world and from the coordination of actions on objects that lead to the process of
reflection, which is the basis of logical thinking (Thorlidsson, 1983).
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To form concepts of numbers, children need: a.) experience, b.) interaction with others,
c.) language to go with their experiences, d.) time to reflect and think about their experiences,
and e.) adults who will guide children based on an understanding of children’s thinking.

a. Experience

“Children are very much a part of the physical world.” Until age 11 or 12, logical thinking
is possible only as children relate and interact with objects and the physical world. All
mathematical instruction through early childhood years is based on children’s actual experiences.

b. Social Interaction
Piaget believed that social interaction was essential to children’s learning. Through
interaction with peers, children come to doubt their own thinking and reach more logical
conclusions.
When children are confronted with ideas that conflict with their own, they are motivated
to rethink of their ideas. Kamii and DeVries ((1978) believe it important to bring disagreements
to children’s attention by asking for their opinions or casually mentioning to a child that someone
else’s idea differs from theirs. “Without interchange of thought and cooperation with others, the
individual would never come to group his operations into a coherent whole.” (Piaget, 1963)

c. Language

There is a close relationship between language and thinking, and to communicate the
abstractness of numbers, some language is necessary (Gibb & Castaneda, 1987). When language
is based on children’s sensory experiences, it aids them in organizing these experiences into
concepts and serves to move them from the physical world into the abstract world of numbers.

d. Reflection

Children must think of their actions in the world. They need to reflect on the things
experienced and abstract patterns and regularities from these experiences (Cobb and Steffe,
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1983). The key is to help children recall past experiences to use as materials for thinking and
learning to monitor their own thinking.
Thinking about thinking, called metacognition, is seen as holding promise for increasing
children’s ability to think and learn. According to Flavell (1979), metacognitive knowledge is “the
segment of your (child and adult) stored knowledge that has to do with people as cognitive beings
and with their diverse cognitive tasks, goals, actions, and experiences.” These metacognitive
experiences are defined as any conscious cognitive or affective experience that pertains to
thinking.
Flavell suggests that it is possible to help children think about their thinking, reflect on the
things they know and don’t know, and realize when they’re confused and when they have a clear
idea of what to do next.

e. Adults Who Understand

Assessment of children’s thinking and mathematical understanding takes place

continually. You can note the use of mathematical concepts while observing children informally
as they play.
An understanding of children’s thinking is helpful, but only if this understanding is used in
planning and structuring experiences for children’s learning and in evaluating their learning.