Mathematical Thinking

The basis for children’s ability to perform higher level mathematical problems begins from a very young age. Children need experience and a background to learn basic concepts to be able to problem solve and have an understanding of mathematical processes. Component concepts in this domain include: mathematical processes, number and operations, patterns, relationships and functions, geometry and spatial relations, measurement, and data collection and probability.

Indicators for mathematical thinking for three year olds include:

• Sorts objects into subgroups that vary by one attribute
• Shows curiosity and interest in counting and numbers
• Identifies several shapes

Indicators for mathematical thinking for four year olds include:

• Participates in measurement activities
• Shows understanding of and uses several positional words (e.g. below, next to)
• Recognizes simple patterns and duplicates them

Indicators for mathematical thinking for five year olds include:

• Begins to understand relationships between quantities
• Begins to collect data and make records using lists or graphs
• Explores common instruments for measuring during work or play

Parents can help children in the mathematical thinking domain by:

• Counting objects in every day routines-number of cups needed for snack, number of steps to get to the kitchen
• Pointing out objects that are bigger or smaller than each other- (pets, toys, cups, etc)
• Organizing all the big blocks together and all the small ones together
• Sorting objects out by common attributes-all blue socks,
• Describing and asking children what comes next in a pattern of blocks, design on a shirt, string of beads
• Using descriptive words such as “more than, less than” and positional words such as “under, below, above”
• Pointing out shapes in everyday objects
• Using measuring tools such as cups, spoons, yard sticks, etc during cooking and other activities
• Making charts and graphs with children of how many family members like spaghetti, what their favorite color is, etc
• Talking about the sequence of events during the day: “After lunch, we will go to the post office and then to soccer”

The Mathematical domain includes how children approach mathematical thinking and problem solving. Mathematics includes patterns and relationships and seeking multiple solutions to problems. Children not only need to understand the content of mathematics (concepts and procedures) but also at the higher level be able to understand and apply the skills. Children need to have a solid base in understanding the concepts before they are able to conquer the higher levels tasks-they may be able to perform them but will not have a true understanding of the meaning behind the tasks.

The performance indicators listed above are form the Work Sampling System Omnibus Guidelines. For more information on the Work Sampling System, go to http://www.pearsonearlylearning.com/index.html  

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