Mathematical Thinking – Numeracy, Singapore Maths
The children commence Kindergarten with a wealth of knowledge and experiences of numbers, shapes and space in the environment. The world of numbers and numeracy is already familiar to them and at Primus Schoolhouse, teachers build on this prior knowledge by designing learning experiences that enable them to make connections between what they already know and can do, and the planned curriculum. At Primus Schoolhouse, it is our aim to fully prepare the children for the Singapore Maths curriculum they will encounter, giving them the skills and confidence to excel.
The children are provided with many hands-on learning experiences giving them opportunities to construct their own understanding. Relationships in numeracy are discovered and explored through this use of concrete materials. The children are provided with opportunities to communicate their ideas, clarify their thoughts and share their thinking. The teachers take time to observe the children – what they do and say – and facilitate the understanding of numeracy concepts.
Graphic for Counting and Number Sense
Developing counting skills and number sense helps children understand the concept of numbers and their relationships. Children are provided with learning experiences where they need to count, compare, combine and take apart numbers. Primus Schoolhouse teachers make learning experiences authentic and relevant to the children during play or at teachable moments.
Basic Shapes and Spatial Concepts
Children differentiate and describe things in the environment by learning to identifying and name basic shapes. The children build their understanding of simple spatial concepts including being aware of spatial relationships between them and the people/things around them using the language of position. Exploration of basic shapes and understanding of simple spatial concepts lays the foundation for geometry concepts of Singapore Maths.
Strategies for Numeracy
At Primus Schoolhouse, the learning of numeracy occurs throughout the day, whenever teachable moments are encountered during the children’s daily routines and play. Teachers also plan hands-on activities that can range from individual to small and large group activities. Strategies that encourage the learning of numeracy concepts and skills include asking questions, providing opportunities for children to solve problems, using stories, songs and rhymes and using games to explore, reinforce and extend skills and knowledge.
CPA – Concrete, Pictorial, Abstract
The Concrete-Pictorial-Abstract (CPA) approach provides an organisational structure to guide teachers in planning learning experiences. Then children will encounter this approach when they commence school. Teachers plan learning experiences which help children move in sequence through and build connections between the phases of concrete, pictorial and abstract.