Mathematics for Philosophy? Are they not the complete opposites? Philosophy embraces a search for an ultimate truth with an acknowledgement that it will never truly be found. It is open and flexible and creative. Mathematics is a world of right and wrong answers and structure (though I am sure those blessed with a mathematical mind better than mine would argue that it was far more complex than that). How can these co-exist?
Well first of all a brief reminder of that mathematical philosopher Pythagoras may be necessary. Pythagoras believed that the essence of being can be found in the form of numbers, and that it can be encountered through the study of mathematics. To expect a 3-5 year old to embrace the world through the eyes of Pythagoras, however, is perhaps a little stretching, so instead you can use philosophy to explore the underlying concepts of mathematics and also use some mathematical skills throughout your sessions. Numbers Early Learning Goals 1. Children count reliably with numbers from 1 to 20. 2. They place them in order. 3. They say which number is one more or one less than a given number. 4. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. 5. They solve problems, including doubling, halving and sharing. Areas to Explore When you vote with hands up, pictures or by moving to one space or another, get the children to help you count the votes. Look at what placing numbers in order means. What would happen if they were out of order? How could we work out what “8” means if it isn’t between 7 and 9? Look at ‘sharing’ and what sharing means. Is it important to share? Do we need to share equally? What is one person doesn’t want as much as someone else? Can we share fairly but not equally? Exploring doubling and halving in baking. If you experiment can you still make a cake? What is you double one ingredient and half another? Is the baking as much fun if there isn’t an edible cake at the end? What is more important – the process or the result? Space, Shape and Measure Early Learning Goals 1. Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. 2. They recognise, create and describe patterns. 3. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. Areas to Explore Sort animals or toys by different properties to practice the skill of sorting and categorising. Get children to describe each one as they decide where to put it, practicing new language. Look at two (non-electronic) toys – one cheap and one expensive. Without telling them the price ask the children which one is best and why. At the end of the discussion show them the price of each one written down and count out the coins and notes that each one would cost. Talk about time. Look at days, months, weeks and years. What is a “long” time? What can be achieved in five minutes? Big things? Small things?
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AuthorMiss Magical Mess is a pre-school teacher and P4C Level 2B facilitator. After a shaky start as a P4C facilitator (P4C with 3 year olds... are you kidding?) Miss Magical Mess created her own approach to P4C and enquiry model and is now a big fan. Archives |