Developing a Mathematically Rich Environment for 3-Year-Old Children: The Case of Geometry
This chapter describes an integrated program in Israel for 3-year-old children and their caregivers. For the caregivers, the aim of the program was to increase their mathematical and pedagogical knowledge for teaching geometric concepts. For the children, the aim of the program was to introduce geometry into the different spaces of the classroom, at different times in the daily schedule, and with different activities. Care was taken to introduce mathematical language and encourage communication skills. In addition, caregivers were encouraged to share their experiences and try out activities with the children. Questions and dilemmas are discussed.
KeywordsProfessional Development Early Childhood Education Mathematical Activity Rich Environment Early Childhood Teacher
This research was supported by the Israel Science Foundation (grant No. 654/10).
- Bandura, A. (1986). Social foundations of thought and action: A social cognitive. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
- Baroody, A. J. (1987). Children’s mathematical thinking. New York: Teachers College.Google Scholar
- Department of Education, Employment and Workforce Relations (DEEWR). (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra: Commonwealth of Australia.Google Scholar
- Fischbein, E. (Ed.). (1987). Intuition in science and mathematics. Dordrecht: Reidel.Google Scholar
- Ginsburg, H. P., Lee, J. S., & Boyd, J. S. (2008). Mathematics education for young children: What it is and how to promote it. Social Policy Report, XXII(I), 1–22.Google Scholar
- Havnes, T., & Mogstad, M. (2011). No child left behind: Subsidized child care and children’s long-run outcomes. American Economic Journal: Economic Policy, 3(2), 97–129.Google Scholar
- Hershkowitz, R. (1989). Visualization in geometry—Two sides of the coin. Focus on Learning Problems in Mathematics, 11(1), 61–76.Google Scholar
- Israel National Mathematics Preschool Curriculum (INMPC). (2008). Retrieved April 7, 2009, from http://meyda.education.gov.il/files/Tochniyot_Limudim/KdamYesodi/Math1.pdf.
- LeFevre, J. A., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 41(2), 55.CrossRefGoogle Scholar
- NCTM. (2006). Curriculum focal points for prekindergarten through grade 8 mathematics: A quest for coherence. Reston, VA: National Council of Teachers of Mathematics.Google Scholar
- Sarama, J., & Clements, D. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York: Routledge.Google Scholar
- Starkey, P., Klein, A., Chang, I., Dong, Q., Pang, L., & Zhou, Y. (1999, April). Environmental supports for young children’s mathematical development in China and the United States. Paper presented at the meeting of the Society for Research in Child Development, Albuquerque, NM.Google Scholar
- Tsamir, P., Tirosh, D., Barkai, R., Levenson, & Tabach, M. (2014a). Subject-matter and pedagogical content knowledge and self-efficacy for teachers: The case of kindergarten teachers and geometry. Maof V’Maeseh, 16, 19–42 [In Hebrew].Google Scholar
- Tsamir, P., Tirosh, D., Levenson, E., Tabach, M., & Barkai, R. (2014b). Employing the CAMTE framework: Focusing on preschool teachers’ knowledge and self-efficacy related to students’ conceptions. In C. Benz, B. Brandt, U. Kortenkamp, G. Krummheuer, S. Ladel, & R. Vogel (Eds.), Early mathematics learning—Selected papers from the POEM 2012 Conference (pp. 291–306). New York: Springer.Google Scholar
- van Hiele, P. M., & van Hiele, D. (1958). A method of initiation into geometry. In H. Freudenthal (Ed.), Report on methods of initiation into geometry. Walters: Groningen.Google Scholar