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Pre-math skills (referred to in British English as pre-maths skills) are math skills learned by preschoolers and kindergarten students, including learning to count numbers (usually from 1 to 10 but occasionally including 0), learning the proper sequencing of numbers, learning to determine which shapes are bigger or smaller, and learning to count objects on a screen or book.
DAP also holds that children have a natural disposition towards learning; hence, they are capable of constructing their own knowledge through exploration and interaction with others, learning materials, and their environment. [4] For these reasons, early childhood programs look and function differently. [3]
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
Douglas H. Clements is an American scholar in the field of early mathematics education. Previously a preschool and kindergarten teacher, his research centers on the learning and teaching of early mathematics, computer applications for mathematics teaching, and scaling up successful educational interventions.
In mathematics education, a manipulative is an object which is designed so that a learner can perceive some mathematical concept by manipulating it, hence its name. The use of manipulatives provides a way for children to learn concepts through developmentally appropriate hands-on experience.
Early Algebra is an approach to early mathematics teaching and learning. It is about teaching traditional topics in more profound ways. [1] It is also an area of research in mathematics education. Traditionally, algebra instruction has been postponed until adolescence.
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