The science behind the concept of teaching math to pre-schoolers is very new. Most parents are unaware of the need to be introducing their children to mathematics. The reason this information is not widely known is that it still is not a “hot topic” for newspapers and magazines to cover. The push to improve education is as strong as ever; but the changes the “experts” are discussing will still be ineffective because they are the WRONG changes.
Many of you know that helping parents with the task of giving children the strong math foundation that will be needed for school success has become my personal goal in retirement. In this article I will be reviewing the science that is the basis of this educational change; and I will explain how a retired high school math teacher decided to take on the task of helping parents of pre-schoolers.
First the science:
The results of recent brain research have taught us that, contrary to what we had previously thought, babies are born with an innate number sense and that the critical years for establishing a math foundation are ages 1 to 4. This is a shocking discovery! It says that, with respect to mathematics instruction, we (as in all of society) have done nothing correctly! NOTHING! Decades ago, Piaget’s research conclusions said that children really shouldn’t be introduced to anything as abstract as mathematics until the upper elementary grades. Unfortunately, we believed him–even though it has always been agreed upon that his testing methods were flawed and his conclusions where likely incorrect.
What this all means is that as quickly as we can make it happen on a national scale, we must completely change how we prepare our pre-school children for school. We must start incorporating math skills during the pre-school years in much the same way we currently do with language skills.
In the area of math education, we have made change after change in math philosophy and teaching methods over many years and nothing has made any difference in the 50% Algebra failure rate. Now, we are getting a glimpse at WHY there has never been any improvement–our children fail math in large numbers because they don’t get the foundation they need to be successful at the right time. As is usual with critical periods for learning, if they are missed, that learning becomes much more difficult and takes much longer.
Establishing a math foundation in pre-schoolers is not a fad and it is not a “look what my child can do” (like reading at age 2–a very bad idea!!!!). It is an absolute necessity if we are ever to see all of our children be successful in mathematics and if we ever want to be able to compete in this new global society. Teaching math to pre-schoolers is not far-fetched. Our children are capable of learning math–we just need to learn how to present it to them.
Why you should listen to me:
My first love has always been Algebra. I loved to teach it and I always enjoyed working with freshmen. So, when I retired, working on improving that horrendous Algebra rate became my primary goal. When I started writing for EzineArticles, it was with that goal in mind; but the reality that nothing is going to change much until we make this enormous turn-around in when we introduce our children to mathematical concepts, kept haunting me.
I kept telling myself that SOMEONE needs to start helping parents with the HOW of teaching math. The mathematics that everyone seems to fear so much is not going to be the problem. You all can count, you know what numbers mean, you know how to add and subtract, and I suspect that most of you can multiply and divide. That’s way more math than you need to know to help your pre-schooler.
It is the WHEN and HOW that have parents worried; and, unfortunately, there is almost nothing in the way of published instructions for parents to use–yet. Someday, there will be; but it takes a very long time to initially prepare educationally sound materials, test those materials, make necessary changes, train people to instruct others, and then release to the general public.
I kept thinking SOMEONE needs to start this process. And then the scariest thought of all: Could I be the SOMEONE? Do I have what it takes? So I did my own “task analysis.”
There are two critical components to successfully teaching mathematics: task analysis and multi-directional teaching. Task analysis is looking in detail at the task or topic that needs to be taught from the standpoint of what skills or knowledge must already be in place before any new learning can happen. It must be determined if any of those “pre-skills” are missing. If anything is missing, it must be taught first. Task analysis is basically about what needs to be taught and in what order it should be taught.
Multi-directional teaching or explanation involves the ability to explain a concept or skill in several different ways. Science has taught us that children learn in different ways. Different children need different kinds of explanations.
Since both of these skills are necessary for successful tutoring, I think that my years of tutoring while my children where young allowed me to hone these skills to a fine art. They have always been my strengths as a math teacher. When I really thought about it, I realized that these two skills provide the WHEN and HOW.
My final concern dealt with “do I know what is appropriate for little kids?” Much to my own surprise, the answer is YES. In addition to my degrees in Mathematics, I also have a degree in Psychology which included Human Growth and Development, and I have a great deal of training in brain-based teaching and learning.
Thus, the answer to “Do I have what it takes?” is YES. Once I reached that conclusion, I started writing an article series for parents of pre-schoolers. All titles start: “Helping Your Pre-Schooler With Math-…” At this point, this series is about half complete. I also have many other articles in the Early Childhood Education section.
If you are the parent of a pre-school child, the sooner you start working with your child the better; and I make this promise to you: You can trust what I write. I will never have you do anything that isn’t educationally sound. Improving mathematics education is very important to me, and so is your child. If you ever have questions or something isn’t working for you, feel free to call me or email me. Your success is my success and failure is not an option!
