Promoting Math Problem Solving Skills in Young Children

The Common Core encourages us to build our students’ math problem solving skills – focusing on the process as much as the outcome.  Modeling math problem solving strategies and talking about the process is a great first step.  In class we work to find the teachable moment and help our children see math problem solving is an integral part of so many of the things we encounter each day at school, at home, or wherever we are.  We start simply, use rich math language, and strive to build a firm foundation.  Here are some things you as parents can do to help your child put their problem solving strategies to work:

·         Look for and point out examples of mathematics all around.  It is almost everywhere.

·         Examine patterns in the calendar, the days of the week, months of the year, and seasons.

·         Count objects.  Play games and use dice to count and move.  Discuss the numbers and what move is greater or less than another. 

·         Count in a variety of ways – by ones, twos, fives, or tens.

·         Use manipulatives to help solve problems.  (pennies, rocks, marbles, or any object that you can use to manipulate and solve a problem)

·         Act out problem solving situations.  If I see two bare feet, how many toes do I see?  How would we model that with math language?  5 + 5 = 10

·         Find shapes in the environment and discuss how they are alike and different.  How many sides do you see?  How many corners? (or vertices – great math language!)

·         Measure and compare when cooking or working on projects. 

·         Talk about how you solve problems.  Having discussions about the problem solving process helps your child develop strategies to attack problems independently. 

·         Ask your child, “How did you solve that problem?  Can you show me?”  Encourage children to use pictures, numbers, words, or manipulative to show what they know. 

·         Use hints to guide children in their problem solving rather than giving them the answer.

·         Celebrate success, encourage perseverance, and help build self-confidence in your child. 

It is amazing the problem-solving abilities that our young students possess.  As facilitators of their learning we need to model and provide multiple opportunities to enrich and expand their good problem solving skills and work to create a desire to be a lifelong learner.

 “Learning is experience.  Everything else is just information.”  - Albert Einstein

The Kindergarten Experience

 Robert Fulghum wrote, “All I really need to know I learned in kindergarten.” 

As a kindergarten teacher I find that statement incredibly inspiring and do believe kindergarten is the place where a firm foundation and a love for learning are formed.  Kindergarten has truly evolved over the years and with this evolution came more rigorous academic expectations.  The good news is that children are ready to meet these challenges.  Young learners are naturally curious and eager to explore the world around them.  When examining a quality kindergarten experience today one should see:

• ·         Children actively engaged in a variety of real life learning activities (not just completing worksheets). 
• ·         Flexible and meaningful instruction that is ongoing and differentiated to meet individual student’s needs. 
• ·         A safe and encouraging environment that supports and extends the development of the whole child – academically, socially, emotionally, and physically. 
• ·         Rich language experiences!  Reading, writing, speaking, and listening skills are modeled, practiced, and valued daily. 
• ·         Collaboration and the sharing of ideas and strategies.  The problem solving process is valued as much as the solution. 
• ·         Exploration and a deep understanding of math, science, social studies, and the arts are developed and celebrated.
• ·         A place where diverse activities are the norm.  Children are engaged in large and small skill groups, teacher lead and child-initiated experiences, direct instruction and discovery, and meaningful individual and peer group learning opportunities.
• ·          Children realizing, celebrating, and developing their unique gifts and talents.  “How am I smart?” - rather than – “How smart am I?” (Dr. Howard Gardner’s Theory of Multiple Intelligences)  http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html

We should combine the knowledge of what is developmentally appropriate with the rigor of the Common Core’s Curriculum that strives to make children college and career ready.  The greatest thing I believe we can do as we work to build the foundation for our kindergartners is to create a love for lifelong learning.  After all . . .

“The Universe is one great kindergarten for man.  Everything that exists has brought with it its own peculiar lesson.”  - Orson Swett Marden