Unleashing the Inner Math Monster: Counting and Cardinality in Kindergarten

Emily Borodkin, Katelyn Martin, Kellie Roy, Emily Stapleton

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.


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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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ISSN 2472-5986 (print)
ISSN 2472-601X (online)