Mathematics in Early Childhood (Part 1)

Mathematics in Early Childhood.

According to Howard Gardner, there are eight types of intelligence that people have, one of them being logical-mathematical, which involves reasoning, problem-solving, and understanding patterns (Cherry, 2026). All over the world, mathematics is one of the key domains in the preschool curriculum. In this series of 5 articles, the key Big Ideas of Mathematics will be introduced and elaborated.

Big Ideas of Mathematics

So what is a Big Idea? A Big Idea is used in early childhood years, and it must be about structural mathematical concepts and skills, align with children’s thinking, and enable learners to have foundations in future learning of mathematics (Brownell, Chen, Ginet, & Hynes-Berry, 2013). These are ideas that focus on the child, and never about what the school priorities are or what the teacher wants to teach. There are nine Big Ideas, namely: Sets, number sense, counting, number operations, pattern, measurement, data analysis, spatial relationships, and shape (Brownell, Chen, Ginet, & Hynes-Berry, 2013).

Mathematics in Singapore preschools

In Singapore, preschools typically follow these key learning areas: “Aesthetics and Creative Expression”, “Discovery of the World”, “Health, Safety and Motor Skills Development”, “Language and Literacy”, and “Numeracy” (Ministry of Education, Singapore, 2022). Numeracy is a domain similar to mathematics, though it takes a more practical approach. Numeracy development guides children to learn and use numbers, learn the relationships between numbers, count, and understand patterns and shapes, to help them in their daily lives (Ministry of Education, Singapore, 2022).

Children's way of learning Mathematics

How do children learn Mathematics as they explore the world? Young children are naturally curious about the world around them, and mathematics is a tool they use to make sense of what they observe. Even without formal teaching, children learn math concepts as they engage with people and objects (Brownell, Chen, Ginet, & Hynes-Berry, 2013). It is a natural learning experience that is both a powerful and easy tool for teachers to use.

A constructivist approach is used in teaching mathematics, the child is regarded as someone who is actively curious to learn about the world and uses prior knowledge to understand concepts and also changes existing ideas to fit new ideas (Chaillé, 2021). Previously, the concept of assimilation and accommodation was covered; this shares some similarities. Imagine a child playing with water bottles of different heights and volumes. A taller bottle may not hold more water than a shorter bottle, and through this organic learning, the child achieves both assimilation and accommodation through play.

The teacher's role in teaching Mathematics

So what does the teacher’s role look like? The teacher is not using direct instruction to teach these mathematical concepts, but by providing a rich learning environment with mathematical materials, ensuring sufficient time for math games for children, and creating projects that encourage learning and application of math concepts (Chaillé, 2021). It is simply not enough to leave a child to explore without providing the necessary materials.

Teachers spend more time teaching literacy than mathematics, with some commenting that they are better at encouraging children to love reading more than math, and the purpose of Big Ideas is about helping children understand that while counting words in order is important, they must also understand amounts (Brownell, Chen, Ginet, & Hynes-Berry, 2013). Teachers should also reframe their mindset and understand that, though literacy is important, teaching children to problem-solve is also crucial. Teachers should understand that mathematics exists everywhere, especially in what interests children, while provoking and supporting children’s learning (Chaillé, 2021).

Mathematics has been proven to benefit our future, so every learner should be granted the same opportunity in education, and knowledgeable teachers have sufficient resources to grow themselves professionally, while providing a mathematically-rich environment (National Council of Teachers of Mathematics, 2000). In the articles that follow, the Big Ideas will be elaborated.

References

Brownell, J., Chen, J.-Q., Ginet, L., & Hynes-Berry, M. (2013). Big Ideas of Early Mathematics. US: Pearson Education.

Chaillé, C. (2021). ECE314 Facilitating children's mathematical thinking (study guide). Singapore: Singapore University of Social Sciences.

Cherry, K. (23 January, 2026). Gardner's Theory of Multiple Intelligences. Retrieved from Verywell Mind: https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161

Ministry of Education, Singapore. (2022). Nurturing early learners: A curriculum framework for preschool education in Singapore (NEL Framework 2022_v2). Retrieved from https://isomer-user-content.by.gov.sg/57/bcc520d5-5803-442d-ab8a-88998614e095/NEL%20Framework%202022_v2.pdf

National Council of Teachers of Mathematics. (2000). Executive Summary: Principles and Standards for School Mathematics. Retrieved from https://www.nctm.org/uploadedFiles/Standards_and_Positions/PSSM_ExecutiveSummary.pdf

 

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