12 Hbec2203 T8

Topic Connecting
8 Curriculum
for Early
Mathematical
Skills and
Science
Experience
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Explain the concepts related to early childhood learning experiences
in physical, earth and life sciences;
2. Identify process skills necessary for teaching and learning of science
in early childhood education;
3. Describe problem solving through mathematics and computers;
4. Discuss ways to build a meaningful foundation of science concepts
and reasoning skills by using the technique of exploration and
observation; and
5. Describe new methods in teaching Mathematics for young children in
the classroom.
Copyright Open University Malaysia (OUM)

132 TOPIC 8 CONNECTING CURRICULUM FOR EARLY MATHEMATICAL SKILLS
AND SCIENCE EXPERIENCE
INTRODUCTION
This section focuses on how children understand science and mathematics. In
sciences, it is normally divided into three domains which are the key areas
explored in class and they are physical, earth and life sciences. Teachers in early
childhood education should also be aware of a childs development in
mathematical reasoning and implementation as part of his or her literacy
development.
Math concepts are taught through games and exploration of materials which
benefits the childrens literacy and numeric skills. Most mathematical ideas are
also implemented through stories.
Young children are applying mathematical concepts when they measure the
daily growth of seedlings on a plotting graph, or even while studying the
changing patterns of a shadow and recording its length. Children are applying
mathematical methods while working on science investigation. In investigating
science, children are required to forecast, measure, count, record and
communicate while demonstrating their problem-solving methods through
mathematical formulas.
ACTIVITY 8.1
List two activities that are suitable for early childhood learners which
draws a strong correlation between scientific investigation and
mathematics.
8.1 INCORPORATING PROBLEM SOLVING AND

MATHEMATICS COMPETENCE IN THE
EARLY CHILDHOOD CURRICULUM
A fundamental part of problem solving is to focus on understanding, analysing
and thinking to produce a correct answer, instead of relying solely on facts. In
order for effective problem solving solutions, one needs to look at several areas
such as:
(a) Recognising and identifying a problem;
(b) Implementing a way to solve problems by organising an unplanned group

discussion;

TOPIC 8 CONNECTING CURRICULUM FOR EARLY MATHEMATICAL SKILLS 133
(c) Choosing a solution and testing it; and
(d) Analysing what happens.
Problem solving and mathematical thinking arise when an educator prompts

thought-provoking questions to children. This requires them to understand,
analyse, identify, observe, compute, measure and predict. Through this process,
children will be able to solve problems with ease. Problem solving may take
some time but in time it will refine a childs ability to learn effective problem
solving skills.
Teaching mathematics is normally done through questioning, clarifying and

mathematical conversions through the usage of books and other mathematical
tools and materials. Early mathematics lessons plan are based on shapes,
recognising numbers and problem solving skills.
Several guidelines are necessary when incorporating problem solving

approaches and mathematics competencies in the early childhood curriculum
such as:
(a) Teachers should not be gender bias when teaching maths. Every child
should be given equal opportunity to problem solving and reasoning
activities.
(b) Math concepts have been known to be applied in early childhood years
through experiential learning using objects, food, play, materials, nature,
outdoors, space and time. Teachers should take the opportunity from a
childs experience to enhance his or her knowledge and understanding in
maths.
(c) Children should be allowed the freedom to explore their five senses (touch,
sight, sound, taste and smell). This will allow them to learn better in an
environment which includes literature and story-telling, blocks and
construction, art, science, water and sand, music, language, food and
nutrition. Children learn best when there are social interactions with peers
and adults or other activities which will interest them.
(d) Start with simple concepts before moving on to abstract concepts. Begin
with identifying and understanding of numbers, counting and simple
additions before going further to complexed abstract concepts such as time,
money and space.
(e) Problem solving skills should not be applied just in the field of maths and
science, but also in all areas of learning. Children learn better through
experience, therefore a childrens field trip is a good hands-on activity to

deepen their learning process. Children will be exposed to real life

situations such as learning to count money to pay for the groceries or
remembering a bus number before they board a school bus. Students build
meaningful ideas through materials or objects-oriented mental activities in
the same way as visual learning through computer programming.
(f) Young children develop reasoning through experience with concrete

objects, not by the use of work book pages. They might lose interest in
learning maths if asked to sit and write. Maths should be a subject that is
both interesting and fun to learn with the manipulation of objects, toys or
materials.
8.1.1 Early Childhood Learning Experiences in

Physical, Earth and Life Sciences
Science in early childhood education consists of three domains which are
physical, earth and life sciences. Teachers must be sensitive towards a childs
learning journey and be able to carry out interesting activities to cultivate the
love for science in children. Table 8.1 shows the suggested activities that could be
performed for children based on the three above mentioned domains.
Table 8.1: Activities based on Three Domains Physical, Earth and Life Sciences
Domain Description Suggested Activities

Physical The learning and study of Activity 1: Identifying objects and
science matter, energy, materials that are attracted to magnets.
movement and change.
Activity 2: Investigating the strength of
different kinds of magnets using paper
clips.
Earth The study of air and Activity 1: Investigating about day and
science water, sand and soil, day night.
and night and season.
Activity 2: Investigating properties of
sand and garden soil, which will allow
more water to pass through.
Life science The exploration of the Activity 1: Recognition and classification

features, characteristics of seeds according to size, colour and
and classification of shape and matching them with the fruits.
living and non-living
things, plants, animals Activity 2: Recognise and identify the life
and also human. cycle of a butterfly through its different
stages of form and structure.

ACTIVITY 8.2
Describe in detail how you would set up an experiment to investigate

the properties of sand and garden soil.
8.1.2 Problem Solving through Mathematics and

Computers
In the era of technology, the use of computers in learning math skills and
enhancing problem solving competency has become a trend in schools especially
in early childhood education centre. Various types of softwares are available that
are math-based computer games.
The use of computers in problem solving and mathematics in young children will
lead to:
(a) Enhanced counting skills, number recognition, one-to-one correspondence,

relationship between symbols and quantities.
(b) Enhanced mathematical reasoning and problem solving manipulatives.
(c) Increased activities and motivation.
(d) More time and focus on understanding concepts to solve challenging

problems that will result in realistic outcomes.
Despite the benefits of learning through computers in the area of problem

solving and mathematics, there are a few challenges in computerised education
which need to be tackled by the teachers (see Table 8.2).

Table 8.2: Benefits and Challenges of Computerised Education
Benefits Challenges
Computers act as an extension of ones Computers need humans to control the
mind which stores massive memory at programme or otherwise its useless.
blinding speed.
During a computer breakdown,
Computers are flexible and will students will be left doing nothing.
evaluate a students progress by
Computers which are affected by bugs
allowing a learner to progress faster
and viruses will affect a students
once he or she has mastered the lesson
productivity level.
or slowed down the pace for better
understanding. Rough handling of computers by
students will result in malfunction of
Computers aid enhances a teachers
the computer.
learning curve. Memories stored in the
system are easily updated through a Some students who are too smart and
stable network connection. creative as may alter the system and
programmes in the system that may
Different teachers use different
cause internal damaged in a computer.
software to educate a diverse group of
students which are programmed to Students will be wasting their time if
help them develop effective learning there is no teacher monitoring them.
skills.
Computers only teach certain facts but
Programmers do not have to reinvent not the higher order thinking.
effective routines but will be able to
copy and use the skilful teaching A human mind can make judgements
techniques that have been developed but not a computer.
for over many years. Computers cannot teach values and
Human brilliance will be extended develop interactions among students.
through the use of computers. A teacher is able to give personal
attention to the student but not a
computer.
A school system with computers to
replace teachers will create an
environment where students appear
robotic devoid of any feelings and
human interactions.
Students who are exposed to long
working hours fixated on a computer
screen may strain their eye sight.
To provide each student in a classroom
with a computer can be costly.
Source: http://www.cimt.plymouth.ac.uk/journal/egcomp.pdf

ACTIVITY 8.3
Create a science activity for a six year old student using a computer.
8.2 SCIENCE CONCEPTS THROUGH

EXPLORATION AND OBSERVATION
Children begin to master science concepts through observation and exploration
of their learning environment. As such, we should provide children with the
opportunities to connect new knowledge with what they have experienced or
learnt. As an educator teaching early childhood learners, you should help
children to form connections in various ways for diverse curriculums such as:
(a) Allow children to express their predictions, observation and ideas in

multiple ways by having a conversation with them.
(b) Provide materials for them to write or draw or make charts for their
observations and ideas.
(c) At the end of the day, help children understand what they observed and
experience.
(d) Help connect a childs previous learning experiences onto new ones.
(e) Incorporate science concepts into daily activities such as reading a relevant
book to a child before proposing a hands-on exploration idea to extend
their learning experiences. Incorporate science talk into childrens routines.
For example, if a child is learning about seeds, invite him or her to be aware
of the food that contain seeds during snack time or ask if they have
experienced eating fruits with seeds before.

Figure 8.1: Children busy at a water play activity

Source: https://www.google.com/search?q=water+
play+on+sink+and+float+concept+in+preschool
Figure 8.1 shows a group of children doing experiment during a water play in
early childhood class to determine what objects float and sinks. The teacher must
help make connections to science concepts and ideas. This will encourage
children to make observations and think.
8.2.1 New Ways to Encourage Children to Share Their

Thinking and New Learning Experiences
In learning science concepts, children must be able to share their thoughts and
their new learning experiences through several ways such as:
(a) Encourage children to record their observations by drawing and/or writing

them on classroom charts during and/or after science explorations.
Referring to an experiment on water play in Figure 8.1 previously, children
can draw or make a chart to list down objects that sink and float (see Table
8.3).

Table 8.3: List of Objects that Sink and Float
Sink Float
Nail Sponge
Stones Paper
Spoon Small toys
Cups Pencil
(b) Encourage children to create drawings, labels or diagrams to show what

they have observed or learned.
(c) Provide opportunities for children to talk about what they have observed
and what they are wondering. Find initiatives to always communicate with
the children and encourage peer-to-peer conversations.
8.2.2 Why is it Important to Guide rather than Direct

a Childs Explorations?
It is important to support every childs science learning experiences:
(a) By giving encouragement, facilitating and interacting with children we are

stimulating a child to think rather than let them focus merely on reciting the
facts. You may question: What do you think? The question and comment
can inspire children to make predictions, try things out, look closely, collect
data and draw thoughtful conclusions based on evidence from their own
explorations.
(b) By facilitating exploration rather than directing it promotes conversation

that can deepen a childs understanding of what they observe and
experience. It enhances their ability to describe, explain and share
observations and ideas related to key science concepts.
A childs knowledge and understanding of their observation and

experience will be enhanced through facilitation of exploration during his
or her science activities rather than directing them to do things that they are
not aware and keen to do. Seed germinating experiment which relates to an
important science concept (plant life cycle) allows children to observe and
explore the growth of a plant (see Figure 8.2) and gradually they will
develop a deeper understanding in science concepts through further
exploration and guidance.

Figure 8.2: Seed germination

Source: https://www.google.com/search?q=picture+of+stages+in+seed+germinating
It is the responsibility of the educator to observe closely a childs activity

while he or she is performing and closely observing a project to determine
their understanding, ideas and help to solve any problems that might arise.
(c) Always be prepared with open-ended questions to ask a child to draw

attention on what they are doing, experimenting and observing. The
questions must be related to the science concept and if possible that will
provoke a childs problem-solving capabilities.
(d) Encourage children to interact among their peers and provide opportunities
for them to voice out their thoughts to their friends. For example; lets put
more sand in the water, do you think the water level will rise? Inspire them
to compare observation and ideas among their peers.
(e) Communicate using science language by observing, predicting and

encouraging a child to use it too. For example; lets observe which object
will sink. Can you predict which object will sink?
ACTIVITY 8.4
List four outdoor activities that could enhance early childhood learners
in their study of science exploration and observation.
SELF-CHECK 8.1
What strategies would you use to help children make connections

between science concepts and everyday life?

8.3 TEACHING MATHEMATICS FOR EARLY

CHILDHOOD LEARNERS
Teachers play an important role in the development of their students education
during their pre-school years. The teacher must be able to teach from the
perspective of a learner who is able to bring diverse experiences to the classroom.
Techniques of teaching mathematics to the early childhood learners vary from
one centre to another but a standard guide to teaching maths in pre-school had
been underlined by the ministry.
According to Clements, Sarama and DiBiase (2004), young learners future

understanding of mathematics requires an early foundation based on a high-
quality, challenging and accessible mathematics education.
Mathematical experience must include contents such as numerical operations,

geometry, algebraic reasoning and measurement. Math curriculum and teaching
practices must be part of the development of an early childhood learner.
Learning and solving problems in mathematics is a life time learning process as

early as when a child is two years old. As a child grows older, he or she will need
to follow a standard math process that will help each child to master the subject
and be able to enhance his or her mathematical skills.
Figure 8.3: Process standards for mathematics

Source: https://mathequality.wordpress.com/2012/06/26/nctm-process-standards-for-
mathematics/

Figure 8.3 is a layout of five process standards suggested by the National Council
of Teachers of Mathematics (NCTM) that highlight the mathematical processes
students rely on to acquire and use the knowledge of mathematical content. The
five process standards of problem solving, reasoning and proof, communications,
connections and representation are explained in Table 8.4.
Table 8.4: Process Standards in Mathematics
Process
Description Strategies
Standards
Problem An integral part of mathematics Students should:

solving that requires students to
Construct new mathematical
formulate, grapple with and
knowledge through problem
solve complex problems. By
solving
solving mathematical problems,
students acquire new ways of Try solving any mathematical
thinking, habits of persistence difficulties in various context
and curiosity, and confidence in
the unfamiliar that might arise Accommodate and implement
outside of the classroom. various problem solving
strategies
Observe and apply
mathematical problem
solving skills
Reasoning and The making and the investigation Students should:

proof of mathematical conjectures,
Identify reasoning and proof
developing arguments and proof.
as elemental aspects of
Students who reason and think
mathematics
analytically tend to note patterns,
structure and regularities in both Formulate and explore
real-world and mathematical mathematical assumptions
situations.
Reinforce and analyse
mathematical arguments and
proof points
Choose and use different
types of reasoning and
proofing techniques

Communication A means of sharing ideas and Students should:

forming an understanding in
Assemble and integrate
mathematics which includes
mathematical thinking
mathematical arguments and
through communication
rationale. This will help the
students to sharpen their Communicate their
thinking skills and make new mathematical thinking
connections. rationally, orderly and clearly
to peers, teachers and others
Examine and evaluate others
for their mathematical
thinking and strategies
Use mathematical language to
express and convey
mathematical ideas correctly
Connections Mathematics is an integrated Students should:

field of study that connects ideas
Identify and use connections
of physical science, engineering,
among mathematical ideas
social sciences and business for
deeper understanding and better Understand how
view of mathematics. mathematical ideas are
interconnected with one
another
Identify and relate
mathematics to contexts
which are not mathematical
Representations Using pictures, concrete Students should:

materials, tables, graphs and
Generate and use
symbols and so on as a
representations to assemble,
representation to express
record and communicate
mathematical concepts.
mathematical ideas
Choose, apply and translate
mathematical representations
to solve problems
Use representations to
replicate and explain physical,
social and mathematical facts

ACTIVITY 8.5
Design an activity related to a childs experience in mathematics based

on numbers, symbols and quantities.
SELF-CHECK 8.2
Describe how mathematics play an important role in problem solving in

the early childhood curriculum.
Science experience and mathematical skills are interrelated to each other and
is best learned through exploration and observation.
Problem solving process focuses on understanding, analysing and thinking in

recognising, producing and choosing the correct answer to find a solution.
Guidelines are needed when incorporating problem solving and

mathematical competencies in an early childhood curriculum.
Early childhood learning experiences include the physical, earth and life
sciences.
With the help of computers, children in the early childhood education learn
their mathematical skills and science experience better and faster.
Process standard for math highlights the strategies in learning and solving
problems related to maths.
Computerised education Life science

Earth science Physical science

Allen, M. (1998). Dr. Maggies play and discover science. Creative Teaching
Press.
Allen, M. (1998). Look, think, discover: Adding the wonder of science to the early
childhood classroom. Retrieved from http://www.earlychildhoodnews.
com/earlychildhood/article_print.aspx?ArticleId=192
Clements, D. H., Sarama, J., & DiBiase, A. M. (Eds.). (2004). Engaging young
children in mathematics: Standards for early childhood mathematics.
Mahwah, NJ: Lawrence Erlbaum Journal for Research in Mathematics
Education.
Gyngysi, E. (n.d.). Continuing education for mathematics teachers of

secondary education to use computers more effectively and to improve
education. Retrieved from http://www.cimt.plymouth.ac.uk/journal/
egcomp.pdf
Leading children in hands-on exploration. (n.d.). Retrieved from http://www.

resourcesforearlylearning.org/educators/module/20/15/75/
NCTM process standards for mathematics. (2012). Retrieved from https://

mathequality.wordpress.com/2012/06/26/nctm-process-standards-for-
mathematics/
Principles for school mathematics. (n.d.). Retrieved from https://www.nctm.org
Science concepts and exploration. (2000). Retrieved from http://illinoisearly

learning.org/guidelines/domains/domain4/science-concepts.htm

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Topic Connecting

Copyright Open University Malaysia (OUM)

8.1 INCORPORATING PROBLEM SOLVING AND

(a) Recognising and identifying a problem;

(b) Implementing a way to solve problems by organising an unplanned group

Copyright Open University Malaysia (OUM)

(c) Choosing a solution and testing it; and

(d) Analysing what happens.

Problem solving and mathematical thinking arise when an educator prompts

Teaching mathematics is normally done through questioning, clarifying and

Several guidelines are necessary when incorporating problem solving

Copyright Open University Malaysia (OUM)

deepen their learning process. Children will be exposed to real life

(f) Young children develop reasoning through experience with concrete

8.1.1 Early Childhood Learning Experiences in

Domain Description Suggested Activities

Life science The exploration of the Activity 1: Recognition and classification

Copyright Open University Malaysia (OUM)

Describe in detail how you would set up an experiment to investigate

8.1.2 Problem Solving through Mathematics and

(a) Enhanced counting skills, number recognition, one-to-one correspondence,

(b) Enhanced mathematical reasoning and problem solving manipulatives.

(c) Increased activities and motivation.

(d) More time and focus on understanding concepts to solve challenging

Despite the benefits of learning through computers in the area of problem

Copyright Open University Malaysia (OUM)

Table 8.2: Benefits and Challenges of Computerised Education

Copyright Open University Malaysia (OUM)

8.2 SCIENCE CONCEPTS THROUGH

(a) Allow children to express their predictions, observation and ideas in

Copyright Open University Malaysia (OUM)

Figure 8.1: Children busy at a water play activity

8.2.1 New Ways to Encourage Children to Share Their

(a) Encourage children to record their observations by drawing and/or writing

Copyright Open University Malaysia (OUM)

Table 8.3: List of Objects that Sink and Float

(b) Encourage children to create drawings, labels or diagrams to show what

8.2.2 Why is it Important to Guide rather than Direct

(a) By giving encouragement, facilitating and interacting with children we are

(b) By facilitating exploration rather than directing it promotes conversation

A childs knowledge and understanding of their observation and

Copyright Open University Malaysia (OUM)

Figure 8.2: Seed germination

It is the responsibility of the educator to observe closely a childs activity

(c) Always be prepared with open-ended questions to ask a child to draw

(e) Communicate using science language by observing, predicting and

What strategies would you use to help children make connections

Copyright Open University Malaysia (OUM)

8.3 TEACHING MATHEMATICS FOR EARLY

According to Clements, Sarama and DiBiase (2004), young learners future

Mathematical experience must include contents such as numerical operations,

Learning and solving problems in mathematics is a life time learning process as

Figure 8.3: Process standards for mathematics

Copyright Open University Malaysia (OUM)

Table 8.4: Process Standards in Mathematics

Problem An integral part of mathematics Students should:

Reasoning and The making and the investigation Students should:

Copyright Open University Malaysia (OUM)

Communication A means of sharing ideas and Students should:

Connections Mathematics is an integrated Students should:

Representations Using pictures, concrete Students should:

Copyright Open University Malaysia (OUM)

Design an activity related to a childs experience in mathematics based