A Case of Units

Abstract

Young children learn by playing, and they first learn mathematics through exploration that develops naturally from their curiosity and experiences. They count, build, draw, model, and measure the world around them. The informal origins of their first mathematical insights remain an important link to the role of context in learning at any age. It is especially important for teachers to know this, in order to be alert to learning opportunities that arise. By paying attention to the details in students' conversations, we can develop the habit of listening to their mathematical discoveries. Encouraging and focusing these discoveries often releases the great learning potential inside students. Principles and Standards for School Mathematics (NCTM 2000) elaborates on the idea of play being children's work by observing, “Adults support young children's diligence and mathematical development when they direct attention to the mathematics children use in their play, challenge them to solve problems, and encourage their persistence” (p. 74).