Math Assignment 2 Presentation: This Assignment Task Require

Math Asstmnt 2 Presentationthis Assignmenttask Requires You To Create

create a 5-minute narrated PowerPoint video presentation for fellow pre-service teachers, demonstrating a play-based activity focused on a specific math concept for children between birth and eight years old. The presentation must include an introduction identifying the math concept and target age group, a demonstration of the activity with photos or video, a discussion on how children develop maths and numeracy skills, and an explanation of how the activity supports development in the identified age group. The final slide should contain an APA-style reference list.

Paper For Above instruction

Mathematics education in early childhood is a crucial component in fostering children's cognitive development and laying a foundation for lifelong numeracy skills. Designing developmentally appropriate, engaging, and play-based activities supports the natural progression of mathematical understanding from birth to eight years. This paper outlines the creation of a teaching presentation that demonstrates an early childhood mathematical activity, discusses developmental pathways in numeracy, and evaluates how specific activities can effectively promote mathematical thinking aligned with curriculum standards.

Introduction: Selecting the Math Concept and Age Group

The chosen math concept is "number sense," specifically focusing on children's understanding of quantity and counting. The targeted age group is 3-5 years, aligning with the Early Years Learning Framework (EYLF), which emphasizes children's developing numeracy abilities in this stage. At this age, children are typically consolidating their understanding of number sequences, quantity comparison, and counting strategies. The content descriptor "Children develop increasingly sophisticated mathematical understandings of number, measurement, shape, and space" (DEEWR, 2009, p. 22) speaks directly to this developmental phase. The activity will cultivate counting skills, one-to-one correspondence, and recognition of number patterns, fostering foundational numeracy skills in preschoolers.

Demonstration of the Activity

The activity involves a hands-on game called "Number Treasure Hunt," where children search for objects around the classroom or outdoor environment, matching objects to numeral cards. For instance, children pick up five blocks, then place them beside the numeral "5." The activity can be demonstrated through photographs showing children actively engaged—hunting for objects, counting aloud, and matching items to numbers. Alternatively, a short video clip could illustrate children’s interactions, emphasizing their use of counting strategies and recognition of number symbols. The activity encourages active exploration, peer collaboration, and hands-on manipulation, which are essential for developing number comprehension in young learners.

Development of Maths and Numeracy Skills in Children

Children's mathematical development follows a predictable trajectory, beginning with intuitive approximate judgments and progressing toward precise, symbol-based understanding. According to Piaget’s stages of cognitive development, children in the preoperational stage (approximately 2-7 years) are expanding their capacity to understand symbols, especially through concrete experiences. Research demonstrates that early numeracy skills—such as counting, pattern recognition, and basic addition—are strongly correlated with later mathematics achievement (Jordan & Levine, 2009). Developmentally, children progress from rote counting to understanding one-to-one correspondence, subitizing (quickly recognizing small quantities), and recognizing patterns. Factors influencing this development include cognitive maturation, language exposure, environment, and quality of mathematical interactions with caregivers and educators.

Supporting Development of Math and Numeracy Through the Activity

The "Number Treasure Hunt" activity aligns with developmentally appropriate practices by integrating play with mathematical concepts, fostering intrinsic motivation, and allowing children to learn through meaningful exploration. By physically handling objects, children grasp abstract concepts such as quantity and number relationships more concretely. The activity's structure promotes counting strategies, reinforces numeral recognition, and encourages peer learning—factors that support the gradual internalization of mathematical principles (Clements & Sarama, 2014). Engaging children in active problem-solving and social interaction further enhances their understanding of mathematical relationships, laying a foundation for more advanced concepts like addition, subtraction, and pattern recognition.

Relevance to Curriculum and Pedagogical Practices

The activity directly supports the EYLF learning outcome "Children are confident and involved learners" by encouraging exploration and problem-solving. It also aligns with the numeracy section of the curriculum, emphasizing hands-on, play-based approaches to learning mathematics. Incorporating objects, numeral cards, and outdoor environments ensures the activity is inclusive, adaptable, and capable of addressing diverse learning needs. For educators, this activity provides a practical model for embedding mathematical concepts into everyday routines and playful experiences, fulfilling curriculum requirements and promoting early numeracy development in a meaningful way.

Conclusion

In summary, designing engaging, play-based activities like the "Number Treasure Hunt" supports the natural development of numeracy skills in children aged 3-5 years. Such experiences foster cognitive growth, aid in the internalization of fundamental concepts, and align with curriculum standards like the EYLF. Through careful planning, demonstration, and reflection, early childhood educators can create rich learning environments that nurture mathematically confident learners, laying a strong foundation for future mathematical success.

References

• Clements, D. H., & Sarama, J. (2014). Learning and teaching early math: The learning trajectories approach. Routledge.
• Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, being & becoming: The Early Years Learning Framework for Australia. Australian Government Department of Education, Employment and Workplace Relations.
• Jordan, N. C., & Levine, S. C. (2009). Socioeconomic variation, number competence, and mathematics achievement. Developmental Disabilities Research Reviews, 15(1), 60–68.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• Gelman, R., & Gallistel, C. R. (1978). The child's understanding of number. Harvard University Press.
• National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. NCTM.
• Fosnot, C. T., & Dolk, M. (2002). Young mathematicians at work: Challenges, discoveries, and problems. NCTM.
• Ginsburg, H. P. (2007). Pre-Konditon: Creating learning experiences that support mathematical development. Early Childhood Research Quarterly, 22(2), 139–143.
• National Early Childhood Technical Assistance Center. (2013). Early childhood math assessment and curriculum. NECTAC.
• Sherriff, B., & Walsh, T. (2014). Playful maths: Enhancing numeracy skills through play-based learning. Australasian Journal of Early Childhood, 39(2), 47–55.