Unleashing the Inner Math Monster: Counting and Cardinality in Kindergarten

Authors

  • Emily Borodkin Kent State University
  • Katelyn Martin Kent State University
  • Kellie Roy Kent State University
  • Emily Stapleton Kent State University

Abstract

Allowing younger elementary school age children to learn mathematics in an imaginative and playful way can help promote engagement and lead to exploration of mathematical concepts on a deeper level. The authors describe an activity that encouraged kindergarten students to practice counting and cardinality skills with the game "Feed the Monster." They share experiences facilitating the activity and discuss the learning that resulted.

References

Chard, D. J., Clarke, B., Baker, S., Otterstedt, J., Braun, D., & Katz, R. (2005). Using measures of number sense to screen for difficulties in mathematics: Preliminary findings. Assessment for Effective Intervention, 30(2), 3–14.

National Council of Teachers of Mathematics, NCTM. (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.

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Published

2019-06-02

How to Cite

Borodkin, E., Martin, K., Roy, K., & Stapleton, E. (2019). Unleashing the Inner Math Monster: Counting and Cardinality in Kindergarten. Ohio Journal of School Mathematics, 81(1). Retrieved from https://ohiomathjournal.org/index.php/OJSM/article/view/6768

Issue

Vol. 81: Spring 2019

Section

Articles

License

Copyright (c) 2019 Emily Stapleton