Categories of The Knowledge Base

Shulman (1986) 7 categories of knowledge

Content knowledge
General pedagogical knowledge
Pedagogical contents knowledge (PCK)
Curriculum knowledge
Knowledge of learners and their characteristics
Knowledge of educational context
Knowledge of educational ends, purpose, and value and their
philosophical and historical grounds

TEACHING KINDERGARTEN
& PRESCHOOL MATH

Prof Madya Dr. Noor Shah Saad

Fakulti Pendidikan & Pembangunan
Manusia

KINDERGARTEN & PRESCHOOL MATH:

How do young children learn math?

Concrete Materials
Children need concrete objects:
o
o
o
o
o

Real stuf
Manipulatives materials
Blocks
Sticks

In order to make sense of new

math concepts or abstract ideas.

 Time
Children need plenty time to play with math
materials before they use them for teacher
guided math activities.
A Meaningful Vocabulary
Children need to link to their everyday
experiences. Math games and activities are
good opportunities to build math vocabulary.
They need vocabulary to express their
mathematical experience.

TEACHING MATH CONCEPTS

Teaching kindergarten and preschool math concepts requires
much more than handing children math workbooks or worksheets.

Children need to have math experiences that

incorporate their
senses, that require them to:

experiment
- make observations
- allow them time to investigate

Children learn at their own rate

DEVELOPIN
G EARLY
NUMBERS

INTRODUCTION
Children are aware of number names long before they begin to
count
How old are you?

On what floor is your house?

How many sisters do you have?
What cannel should we watch?

Such early experiences introduce number names as

well as symbols for example, 9 on the channel
indicator or
4 on the elevator

Helping children develop number concepts and

counting
skills has a high instructional priority.

PRE-NUMBER
CONCEPTS
Numbers are everywhere, and thus children get
a vast amount of early number experiences.
Need to help children to organize their prenumber development
Many diferent steps are involved in developing
these
pre-number concepts that will lead
eventually to meaningful counting skills.

CLASSIFICA
TION
In learning to count, children aware of number
as a characteristic of diferent things. They must
first know what to count.
The ability to separate and distinguish one
thing from another (such as books, toys, people,
etc ) is essential to number development This is
classfication in action.
Experience in classifying toys or any materials
that interest children will be valuable in
stimulating childrens observational skills.

 At this point, there may be no counting as

materials are classified, yet words such as more,
few, many, most, none will likely be used in
describing the resulting collection. (Figure 1 )
Classification allow us to reach general agreement
on what is to counted.
Look at figure 1, and consider the question: How
many pieces of fruit are shown?
The answer is a number that tells how many
When a number is used in this way, it is called a
cardinal number.

 Pada ketika ini, kanak-kanak tidak buat klasfikasi

atas pengiraan berkaitan dengan objek TAPI hanya
perkataan- perkataan seperti lebih, banyak, sedikit,
tiada akan digunakan dalam menerangkan koleksi
objek-objek.

Klassifikasi membolehkan kita membuat mencapai

persetujuan tentang apa yang hendak dikira.

Terdapat 3 jenis nombor yang perlu diperkenalkan,

iaitu:

Nombor kardinal
Nombor ordinal
Nombor nominal

 Nombor kardinal nombor ini dikenali sebagai

nombor membilang sebab nombor ini menunjukkan
kuantiti.
Contoh: 8 biji buah limau, 5 ekor burung
Nombor Ordinal menunjukkan susunan iaitu
pertama, kedua, ketiga, nombor ini tidak
menunjukkan kuantiti, Nombpr ini digunakan
sebagai membuat ranking atau kedudukan.
Contoh: Pelari pertama, kedua,
Nombor nominal menunjukkan nama sesuatu
seperti nombor telefon, nombor bus, nombor jesey,
nombor zip kod.

 Kelassifikasi memberi peulang kepada kanakkanak untuk membuat pengasingan bagi

objek, seperti:

Objek mana dari kumpulan mana

Objek boleh dikelassifikasi mengikut ciri

atau warna

ATTRIBUTE BLOCKS
Sometimes called Logic Block, provide an excellent model for
classification activities. These blocks may difer in color, shape, and
size.
Example: attributes for a set of 24 blocks may be as follow:
Color

: red, black, green, yellow

Shape : triangle, square, pentagon

Size

: small, large

Children at all grades can benefit from some structured activities

with these materials.

N
Comparison of quantities is the next important
step toward
counting and also is essential in
developing number awareness.
Comparison are plentiful in classrooms as children
use materials.

Teacher-led activities occur frequently and provide

opportunities for questions such as:
Does everyone have a piece of paper?
Are there more pencils or desks?

These questions either directly or indirectly involve

comparison, which may lead to the very important
and powerful mathematics notion of one-to-one
correspondence.
Example: Look at figure 2 and consider these
question,
Are there more heart or cookies?
i.

Counting would provide a solution, particularly

with cookies scattered on a plate.
ii. If cookies are arranged in an orderly fashion,
we can make direct comparisons and answer
the question without counting

 When making comparison: Students must be able

to
discriminate between important and irrelevant
attributes.

Several diferent but equally valid verbal

descriptions may be given for this situation:
Example:
Salim has more leaves than Aminah
Aminah has fewer leaves than Salim

 Children need to be familiar with descriptions of

relationships such as:
more than
less than
as many as

A grasp of these terms is followed by more explicit

characterization.
Example:
Salim has one more leaf than Aminah
Aminah has one less leaf than Salim
In this cases the notion of order and
succession are
being developed.

 Children must come to realize that four is the

number between five and three as well as one more
than three and
one less than five.
Such relationships can evolve naturally as
comparisons are made and discussed
When comparisons are made among several
diferent
things, ordering is involved.

For example:
children can physically compare their names
with others
o Who has the longest name?
o Who has the shortest name?
o Can you find someone with a name the same
length
as yours?
o Can you find someone with one more (less)
letter
than your name?

PERBANDINGAN
(KATEGORI)

GROUP
RECOGNITION
Prior to counting, children are aware of small
numbers of
things: one nose, two hands, four
tires etc.
Research shows that most children entering
school can identify quantities of three things or
by inspection alone without the use of counting
techniques.
One instructional goal for first grade is to
develop immediate recognition of groups up to
five or six.

 Sight recognition of quantities up to five or six

is important for several reasons:
i. It saves time. Recognition of the number in a
small group is much faster than counting
each individual member of that group.
ii. It is more accurate. Children often mess up
counting small groups, even when their
counting skills are well developed.

iii. It is the forerunner of some powerful number

ideas.
Children naming small groups give
evidence of
knowing early order relations:
e.g.:
three is more than two and one is less than
four.
Some may also realize that three actually
contains a group of two and a group of one.
iv. It help develop more sophisticated counting
skills. Children who recognize the number in
a small group will more quickly begin
counting from that point.
v. It accelerates the development of addition
and subtraction.

COUNTING

What is counting?
- Process by which children call number
values by name.

COUNTING
Children may count apples, blocks, cards, rocks,
stones, even petals of flower.
You should try counting the petals on the flowers.
They provide a very interesting setting for
practicing counting, and they remind us that
numbers are everywhere in nature.
These items are discrete objects materials that
lend themselves well to handling and counting.
Continuous quantities such as the amount of
water in a glass or the weight of a person, are

COUNTING
PRINCIPLE

How do children count?

Lets look at actual counting situation. Suppose

seven
blocks are to be counted.
A child who is what we will call a rational
counter might
say each number name as the
blocks are counted. The
last number named
seven would report the total.
one

two

three four

five

si
x

seve
n

PRINCIPLE
COUNTING
PROCESS

i.

Each object to be counted must be assigned

one and only one number name.

ii. The number-name list must used in a fixed

order every time a group of objects is
counted. The child started with one and
counted two, three, , seven, in a specific
order.
iii. The order in which the objects are counted
doesnt matter. The child can start with any
block and count them in any order.
iv. The last number name used gives the
number of the objects.

COUNTING
STAGES
Several diferent stages of counting
that children typically demonstrate
during the primary grades.

1. ROTE
COUNTING
The number names and proper sequence are
known up to a limit of ten or so, which is an
important prerequisite for all counting.
Thus, a rote counter may say, one, two, three,
four,
The rate of saying the number names is not
coordinated
with the objects being counted.

Objektif bagi setiap fokus

Pengalaman
Pranombor

Memadankan objek 1:1.

Membandingkan kuantiti objek.
Membuat seriasi mengikut satu
ciri.
Mengecam corak berulang dan
membina pola.

Objektif bagi setiap fokus

Konsep
Nombor

Memahami nombor 1-10

(menyebut, membilang,
menulis).
Mengetahui sifar.
Memahami nombor 10-20
(menyebut, membilang,
menulis).
Memahami siri 20, 30, 40 dan
50.

Objektif bagi setiap fokus

Operasi
Nombor

Memahami operasi tambah

dalam lingkungan 10.
(satu digit dengan satu digit)
Memahami operasi tolak
dalam lingkungan 10.
(satu digit dengan satu digit)

Objektif bagi setiap fokus

Nilai wang

Mengecam duit yang

berlainan
nilai.

Objektif bagi setiap fokus

Konsep
Waktu

Memahami waktu dalam

konteks kehidupan seharian.

Objektif bagi setiap fokus

Bentuk dan
Ruang

Mengetahui kedudukan objek

dalam ruang (depan, belakang,
atas, bawah, luar, dalam, kiri,
kanan).

Objektif bagi setiap

fokus
Pembinaan Membina penghubung
(construction) antara dua objek.
Membina lingkungan.
Membuat pelbagai
binaan mengikut kreativiti
sendiri.

2. POINT
COUNTING
A correct number name is given as each object is
pointed to in succession.
A point counter will say the number-name string
beginning with one and point to a diferent objects
as each number name is spoken.
Although the one-to-one correspondence
principle is well established, it is possible for a
child to be able to point- count and still not know
how many objects have been
counted.

3. RATIONAL
COUNTING
Rational counting includes being able to answer
the question about the number of objects being
counted.
Rational counting is an important skills for every
primary grade child.
Once mastery of rational counting to 10 or 20 has
been reached, more efficient and sophisticated
counting
strategies should be encouraged, such
as:

COUNTING
ON
Here correct number names are given as
counting
proceeds, but the starting point is
flexible.
Children can start at any number and being
counting.
For example:
can begin with eight and count nine, ten,
eleven, or
begin at seventy-eight and count seventy-nine,

Counting on is also an essential strategy in

SKIP
COUNTING
Correct names are given, BUT instead of
counting by
ones, the child counts by twos,
fives, tens, or other values.

The starting point and direction are optional.

To provide many patterns, skip counting

provides
valuable readiness for multiplication
and division.

CONSERVATION OF
NUMBER
The phenomenon of conservation of number
reflects how children think.
We need to be aware of the symptoms of the
lack of conservation and its implications for early
number development and counting.
It occurs in diferent forms.

CONSERVATION OF
NUMBER
EXAMPLE: Teacher asks: How many blue blocks? After counting, the
child responds,
SIX
How many red blocks? The child again
counts and says, SIX
blocks?

Are there more blue blocks or red

The child says, They are the same.

CONSERVATION OF
NUMBER
EXAMPLE: NOW THE RED BLOCKS ARE SPREAD OUT.
Teacher asks: How many blue blocks? SIX
How many red blocks? SIX
Are there more blue blocks or red blocks? More red
blocks.
Why? This SIX (Red Blocks) six is bigger.
B

CONSERVATION OF
NUMBER
This is a typical case where a young child
thinks the number varies and depend on the
arrangement or configuration.
Here the child believes that stretching out the
row makes it longer. The fact that the number
remains the same create no conflict.
The phenomenon of conservation was
described by Jean
Piaget and has been the
subject of much research.

THANKS

BAB 2:
KONSEP PRANOMBOR, PENGELASAN, PERBANDINGAN DAN
PENYUSUNAN

OBJEKTIF

PENGENALAN

PENGELASAN (CIRI-CIRI)

PENGELASAN (TAHAP)

PENGELASAN (HASIL
P&P)

PERBANDINGAN
(KATEGORI)

PENYUSUNAN ATAU SERIASI

Menyusun set objek mengikut tertib atau
susunan tertentu.
Kebolehan menyusun dan menertib adalah
mengikut perkembangan konservasi dan
pengelasan.
Aktiviti seriasi sama seperti prosedur
pengelasan dan perbandingan.
Kebolehan seriasi kanak-kanak bergantung
pada pemikiran berbalik ataupun menyusun
2 arah, ke hadapan dan ke belakang.

RUMUSAN
Kanak-kanak mungkin tidak dapat
membilang selagi kemahiran padanan satu
dengan satu belum dikuasai.

Kanak-kanak boleh menyusun alat-alat

permainan mengikut susunan objek
berdasarkan minat, pola dan sifat.

Aktiviti yang diberikan mestilah bersesuaian

dengan umur, kebolehan dan perbezaan
individu.

Bab 3: Perkembangan Konsep Lebih, Kurang, Sama Banyak

dan Sedikit

OBJEKTIF
Melihat perkembangan konsep lebih,
kurang, sama banyak dan sedikit.
Memperkembangkan kreativiti melalui
aktiviti yang berinovatif dalam
pengajaran.

PENGENALAN
Pelbagai kaedah boleh dijalankan yang
bergantung kepada kreativiti guru.
Menggunakan kaedah pengajaran dan
pembelajaran yang sesuai.
Kanak-kanak tidak dapat membilang selagi
kemahiran padanan satu dengan satu tidak
dikuasai.
Kanak-kanak perlu diberikan masa untuk
menguasai kebolehan membilang.

Padanan Satu
dengan Satu
Kebolehan memadankan objek mengikut
bilangan ataupun pasangannya.
Merupakan asas kebolehan mengira atau
membilang.
Bermula daripada konsep memadan objek
dengan objek mengikut:
a) warna, saiz, bentuk, bilangan, pasangan
b) objek dengan nombor
c) nombor dengan nombor

Padanan Satu dengan Satu

(Aktiviti)
Memadankan benda yang berpasangan
yang sama.
Memadankan benda yang berpasangan
tetapi tidak sama.
Memadan bilangan yang lebih dan kurang.
Memadan lapan gambar (buah nangka)
dengan nombor 8.

Kaedah Pengajaran dan

Pembelajaran
Aktiviti 1: Mana Lebih Banyak?

Membandingkan makanan bungkusan dalam kotak dan

dalam bungkusan plastik. Mana lebih banyak?

RUMUSAN
Konsep lebih, kurang, sama banyak
dan sedikit melalui kaedah padanan
satu sama satu ini perlu diterangkan
dengan baik.
Guru perlu menyediakan aktiviti yang
sesuai dengan tahap kanak-kanak.

PERBINCANGAN

Mengikut gambar rajah di atas,

bagaimanakah guru dapat menerangkan
konsep lebih, kurang, sama banyak dan
sedikit?

MATEMATIK UNTUK
PRASEKOLAH (KAM
0013)

UNIVERSITI PENDIDIKAN SULTAN

IDRIS

BAB 4
Perkembangan Konsep Nombor Membilang Secara
Lisan dan Objek.
Kanak-kanak belajar membilang melalui hafalan.
Minat tentang nombor akan timbul jika ianya
berkaitan dengan diri kanak-kanak dan persekitaran
mereka.
Contohnya : bilangan deria pada anggota badan
kanak-kanak.

Proses hubungan satu dengan satu yang lain atau

padanan set yang melibatkan benda dengan simbol.

Konsep nombor
Pengalaman nombor boleh didapati
melalui pelbagai bentuk seperti :
1.Permainan
2.Nyanyian
3.Persekitaran luar rumah
4.Kegiatan harian yang melibatkan
nombor

Tugasan :
Soalan :
Setiap kumpulan dikehendaki
menyediakan satu aktiviti yang
memberikan pengalaman mengenal
nombor kepada kanak-kanak
melalui ;
1)Permainan (melibatkan nombor)
2)Nyanyian (cipta satu lagu)
3)Persekitaran luar rumah

Sambungan konsep nombor

Proses mengira hanya akan berlaku apabila
kanak-kanak faham maksud satu benda
dengan satu benda yang lain dan dua benda
dengan dua benda yang lain.
Dikenali dengan konsep padanan satu
dengan satu
contohnya : nombor 1 dengan 1 biji oren.
Pengalaman membilang dan menghafal
nombor perlu diberikan kepada kanak-kanak
secara berulang-ulang kali melalui aktiviti
yang disediakan oleh guru.

Sambungan konsep nombor

Proses pengulangan ini bertujuan :
1)Bunyi dan susunan (seriasi) nombor
disedari
2)Faham makna nombor
3)Kenal angka atau simbol
4)Susunan angka
5)Membilang atau mengira

Rumusan
Perancangan aktiviti atau pembelajaran
konsep yang memberikan pengalaman
bermakna akan membantu kanak-kanak
untuk mengenal nombor dengan lebih
berkesan disamping kanak-kanak belajar
mengenal nombor melalui hafalan pada
peringkat awal.
Skemp (1987) : kanak-kanak memerlukan
95% pembelajaran konsep dan 5
%pembelajaran melalui menghafal.