When Mathematics meets Creativity

19 June 2013

What happened?

Teaching Mathematics subject.

Learning objectives: 

To revise the concept of length (long and short) and cardinal values of number 1 to 4. 

Materials: 
'Lego' plastic bricks

Setting: 

Sitting on the mat in a small area. 

Evaluation of learning outcomes:

Children were able to identify and use the terms long and short with the different sizes of 'Lego' pieces. 

Besides that, they were able to recognise the value of each number (1 to 4). 

Creativity was integrated into the lesson, each of them constructed an object with the limited 'Lego' pieces that were given. The results were number 4, unicorn, aeroplane, tunnel and horse.

The children were in the midst of constructing an object.

The children were having solitary play with their own creations

They were playing with each other.

My observation

I found that the activity based on the children's interests, led children shifting from parallel play to associative play. Other than that, this purposeful play activity captured their full concentration on the activity and 'playing' while integrating their creativity and problem-solving skills. Hence, the teacher's role as a facilitator in children's play is essential by setting the objective(s) of the play and taking action upon teachable moments.

Theories to Support 

• Children to be taught from known to unknown - creates learning in higher mode (Donaldson in Palmer et al, 2001) .
• Education is aimed to develop children's freedom of intelligence rather than free will (Dewey in Tzuo, 2007).
• Listen and watch patiently to learn more about children (Isaacs in Mickelburgh, unknown).
• The role of teacher to make careful observations on children and use them as the foundation of plans and pedagogical approach (Dewey in Hyun, 2006).
• Teachable moments are used to guide the natural development of each child (Pestalozzi in Hyun, 2006).

What have I learnt?

• Utilizing of a type of play material contributes to social development among them - sharing, helping, exchanging opinions, playing together.
• Consistently instilling and practising manners and class rules from the beginning enables children to be cooperative and exhibit good manner.
• Setting goal and challenges from the level of the children and what they have already known, encourages creativity and problem-solving skills yet meaningful to them.
• Children need time to exhibit creativity, conceptualize their thinking and produce a concrete object.

Impact on Professionalism

• Demonstrate the ability to bridge the knowledge between child development theories and the development of each child in planning activities.   
• Being consistent and sensitive to the environment, part of personal attributes, contribute to classroom management and eventually to enhanced learning environment for children.
• Taking initiative to capture learning opportunities for children and supporting them.

References:

Hyun, E. (2006) Teachable moments: Re-conceptualizing Curricula Understandings. USA: Peter Lang Publishing. pp 69 - 70.

Palmer, J., Cooper, D.E., Bresler, L. (2001) Fifty Modern Thinkers on Education: From Piaget to Present. London: Taylor & Francis Routledge. pp. 175-181.

Mickelburgh, J. (unknown) Educational Pioneers: Susan Isaacs, 1885-1948. Available at: http://eyfs.info/articles/article.php?Educational-Pioneers-Susan-Isaacs-1885-1948-41 [Accessed on: 28 March, 2013].

Tzuo, P.W. (2007) 'The Tension between Teacher Control and Children's Freedom in a Child-centered Classroom: Resolving the Practical Dilemma through a Closer Look at the Related Theories'. Early Childhood Education Journal. 35(1) August. p. 36.