Numeracy In Early Childhood Education
An educator’s mathematical knowledge will impact on a child’s ability to be numerate. When referring to mathematics one must consider it as the umbrella of the domain. To be numerate one must consider how the use of mathematics is influenced by social and cultural contexts (Macmillan, 2009, p. 1). There is a common misconception that early childhood educators do not need to teach mathematics, therefore many pre-service teachers opt to study the early years over primary and high school, as they do not feel comfortable with their own knowledge in this domain (Macmillan, 2009, p. 110). The abstract nature of mathematics has caused a misunderstanding that it is not relevant in a young child’s discovery of their world. Young children, however use mathematics in everyday experiences, particularly in play.
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21). Cooke and Buchholz (2005, p. 365) suggest that communication is the foundation to mathematical education. It is most likely that a young child will not be aware that they are using and exploring mathematical concepts as they learn through play in the early year’s classroom (Macmillan, 2005, p. 7). The role of the educator is to collaborate with children so they become aware of these mathematical concepts. It is therefore key to this process that the educator understands the mathematical approaches used by children in play to be able to facilitate a numerate
21). Cooke and Buchholz (2005, p. 365) suggest that communication is the foundation to mathematical education. It is most likely that a young child will not be aware that they are using and exploring mathematical concepts as they learn through play in the early year’s classroom (Macmillan, 2005, p. 7). The role of the educator is to collaborate with children so they become aware of these mathematical concepts. It is therefore key to this process that the educator understands the mathematical approaches used by children in play to be able to facilitate a numerate