Algebra For Tots

“We’re not talking about teaching algebra, we’re talking about teaching the kind of thinking that helps children think in algebra – and think in other higher mathematics.” Dr. Lynn Hart,Child Math Expert

When you think of preschool, you probably think of finger-painting and blocks – not algebra. But, a national group of math teachers has come out with new standards that include algebraic concepts for three and four-year-olds. Three-year-old Nicole Smith knows how to put numbers in order and she knows how to stack blocks from largest to smallest. “The biggest goes last and the smallest goes on the top,” says Nicole.What Nicole doesn’t realize is that she is learning basic algebraic concepts. At least according to new standards by the National Council of Teachers of Mathematics. “But we’re not talking about teaching algebra. We’re talking about teaching the kind of thinking that helps children think in algebra – and think in other higher mathematics,” says child math expert Dr. Lynn Hart.Experts say it’s important to introduce these concepts to three and four-year-olds at school and at home. It is especially important to discuss and work on activities like sorting and patterning. “Asking them to sort the silverware – ‘can we get all the forks and knifes and spoons together?’ – what a wonderful sorting activity. And it’s things that parents can do with their kids that are just normal household activities, but then talking about it.” Says Dr. HartDr Hart also feels one of the easiest exercises you can do at home with children is sound patterns. An example of this might be to do a “clap clap snap, clap clap snap” game. Ask the child to repeat the pattern that you make and then later ask the child to add on to that pattern. Experts say this algebraic thinking will help children years later in school and at home – whether or not these preschoolers realize it now .In addition to algebra recommendations for preschoolers, the National Council of Teachers of Mathematics’ new standards recommend math goals for kids through grade 12.

The Equity Principle

Excellence in mathematics education requires high expectations and strong support for all students. Regardless of their personal characteristics, background, or physical challenges, all students must have opportunities to study – and support to learn – mathematics. This does not mean that every student should be treated the same. But all students need access to a coherent, challenging mathematics curriculum that is taught by competent and well-supported mathematics teachers. Too many students – especially students who are poor, not native speakers of English, disabled, female, or members of minority groups – are victims of low expectations in mathematics. For example, “tracking” (grouping students by ability) has consistently consigned disadvantaged groups of students to mathematics classes that concentrate on redemption or do not offer significant mathematical substances. The Equity Principle demands that high expectations for mathematics learning be communicated in word and deeds to all students.

Source: National Council of Teachers of Mathematics

Play Is Children’s Work -How Parents can Encourage Mathematical Thinking

Children learn by exploring their world. Everyday activities are natural vehicles for developing mathematical thinking. When a parent places crackers in a toddler’s hands and says, “Here are two crackers – one, two,” or when a three-year-old chooses how she wants her sandwich cut – into pieces shaped like triangles, rectangles, or small squares – mathematical thinking is occurring. As a child arranges stuffed animals by size, an adult might ask, “Which animal is the smallest?” Through careful observation, conversations, and guidance, adults can help children make connections between the mathematics in familiar situations. Because young children develop a disposition for mathematics from their early experiences, opportunities for learning should be positive and supportive.

Source: Principles and Standards for School Mathematics

Resources

National Council of Teachers of Mathematics
Principles and Standards for School Mathematics