{"id":178,"date":"2023-11-13T16:09:25","date_gmt":"2023-11-13T16:09:25","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/chapter\/environmental-factors-supporting-math\/"},"modified":"2025-06-22T19:10:41","modified_gmt":"2025-06-22T19:10:41","slug":"environmental-factors-supporting-math","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/chapter\/environmental-factors-supporting-math\/","title":{"raw":"7.2: Environmental Factors Supporting Math","rendered":"7.2: Environmental Factors Supporting Math"},"content":{"raw":"<div class=\":-environmental-factors-supporting-math\" style=\"text-align: center\">\r\n<p class=\"lt-socialsci-39464\">Young children actively construct mathematical knowledge through everyday interactions with their environment. Setting up a high-quality physical environment is essential for children\u2019s mathematical development. The preschool environment sets the stage for children\u2019s physical and social exploration and construction of mathematical concepts. It should provide access to objects and materials that encourage children to experiment and learn about key mathematical concepts through everyday play with the following:<\/p>\r\n\r\n<ul>\r\n \t<li class=\"lt-socialsci-39464\" style=\"text-align: left\">Enrich the environment with developmentally appropriate, challenging, and engaging materials that promote mathematical growth<\/li>\r\n \t<li class=\"lt-socialsci-39464\" style=\"text-align: left\">Integrate math-related materials into all interest areas in the classroom<\/li>\r\n \t<li class=\"lt-socialsci-39464\" style=\"text-align: left\">Use materials, books, and real-life settings that reflect the culture, ways of life, and languages of the children in the group<\/li>\r\n \t<li class=\"lt-socialsci-39464\" style=\"text-align: left\">Use children\u2019s books to explore mathematics with children<\/li>\r\n \t<li class=\"lt-socialsci-39464\" style=\"text-align: left\">Be intentional and mindful in setting up and using the physical environment (children do not effectively use materials and engage in experiences just because you provide them)[1]<\/li>\r\n<\/ul>\r\n<figure>[caption id=\"\" align=\"aligncenter\" width=\"374\"]<img class=\"internal\" src=\"https:\/\/socialsci.libretexts.org\/@api\/deki\/files\/28018\/clipboard_eef1e8da8adee4bc9e13e4b2619f52314.png?revision=1\" alt=\"clipboard_eef1e8da8adee4bc9e13e4b2619f52314.png\" width=\"374\" height=\"249\" \/> Figure 7.3: This spindle box is designed to support math in a Montessori classroom.[2][\/caption]<\/figure>\r\n<div class=\"box-note\">\r\n<div class=\"mt-section\">\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Research Highlight<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<p class=\"lt-socialsci-39464\">Research indicates that the ability to reason about numbers starts as early as infancy. Five-month-olds show sensitivity to the effects of the addition or subtraction of items on a small collection of objects. Toddlers viewing three balls put into a container and then one being removed know to search for a smaller number of balls, and many search for exactly two balls.<\/p>\r\n<p class=\"lt-socialsci-39464\">By the time children are in preschool, before having any formal arithmetic lessons, they use a variety of strategies to solve simple addition and subtraction problems. They may use manipulatives or fingers to represent the numbers in the problem and count out loud to find the answer. As they get older, they rely less and less on finger counting. To solve an addition problem such as 4 + 2 presented with concrete objects (e.g., color crayons), the child may count all objects \u201cone, two, three, four\u201d and then continue with the second set of objects \u201cfive, six\u201d and find out there are a total of six. At a later stage, the child may \u201ccount on\u201d the second set of objects. Knowing the number of objects in the first set (e.g., \u201cfour\u201d), the child starts with \u201cfour\u201d and continues to count \u201cfive, six\u201d to find out the total number of objects, rather than starting to count from \u201cone\u201d with the second set of objects.[3]<\/p>\r\n<p class=\"lt-socialsci-39464\">Source:<\/p>\r\n<p class=\"lt-socialsci-39464\">K. Wynn, \u201cAddition and Subtraction by Human Infants,\u201d Nature 358 (1992): 749\u2013 50.<\/p>\r\n<p class=\"lt-socialsci-39464\">P. Starkey, \u201cThe Early Development of Numerical Reasoning,\u201d Cognition 43, no. 2 (1992): 93\u2013126.<\/p>\r\n<p class=\"lt-socialsci-39464\">R. S. Siegler, \u201cThe Perils of Averaging Data Over Strategies: An Example from Children\u2019s Addition,\u201d Journal of Experimental Psychology: General 116, no. 3 (1987): 250\u201364.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<span style=\"font-family: 'Cormorant Garamond', serif;font-size: 1.602em;font-weight: bold\">References<\/span>\r\n\r\n<\/div>\r\n<\/div>\r\n<div id=\"section_1\" class=\"mt-section\">\r\n<p class=\"lt-socialsci-39464\">[1]\u00a0The California Preschool Learning Foundations, Volume 1\u00a0by the California Department of Education is used with permission<\/p>\r\n<p class=\"lt-socialsci-39464\">[2]\u00a0Image\u00a0by\u00a0Lisa Maruna\u00a0is licensed by\u00a0CC-BY-2.0<\/p>\r\n<p class=\"lt-socialsci-39464\">[3]\u00a0The California Preschool Learning Foundations, Volume 1\u00a0by the California Department of Education is used with permission<\/p>\r\n\r\n<\/div>\r\n<footer class=\"mt-content-footer\">\r\n\r\n<hr class=\"autoattribution-divider\" \/>\r\n\r\n<div class=\"autoattribution\">\r\n\r\nThis page titled\u00a07.2: Environmental Factors Supporting Math\u00a0is shared under a\u00a0<a href=\"https:\/\/socialsci.libretexts.org\/Courses\/Arapahoe_Community_College\/Introduction_to_Curriculum_for_Early_Childhood_Education\/07%3A_Mathematics\/7.02%3A_Environmental_Factors_Supporting_Math\" target=\"_blank\" rel=\"nofollow noopener\">not declared\u00a0<\/a>license and was authored, remixed, and\/or curated by Erin Jones, EdS, ECSE, MBA.\r\n\r\n<\/div>\r\n<\/footer><\/div>","rendered":"<div class=\":-environmental-factors-supporting-math\" style=\"text-align: center\">\n<p class=\"lt-socialsci-39464\">Young children actively construct mathematical knowledge through everyday interactions with their environment. Setting up a high-quality physical environment is essential for children\u2019s mathematical development. The preschool environment sets the stage for children\u2019s physical and social exploration and construction of mathematical concepts. It should provide access to objects and materials that encourage children to experiment and learn about key mathematical concepts through everyday play with the following:<\/p>\n<ul>\n<li class=\"lt-socialsci-39464\" style=\"text-align: left\">Enrich the environment with developmentally appropriate, challenging, and engaging materials that promote mathematical growth<\/li>\n<li class=\"lt-socialsci-39464\" style=\"text-align: left\">Integrate math-related materials into all interest areas in the classroom<\/li>\n<li class=\"lt-socialsci-39464\" style=\"text-align: left\">Use materials, books, and real-life settings that reflect the culture, ways of life, and languages of the children in the group<\/li>\n<li class=\"lt-socialsci-39464\" style=\"text-align: left\">Use children\u2019s books to explore mathematics with children<\/li>\n<li class=\"lt-socialsci-39464\" style=\"text-align: left\">Be intentional and mindful in setting up and using the physical environment (children do not effectively use materials and engage in experiences just because you provide them)[1]<\/li>\n<\/ul>\n<figure>\n<figure style=\"width: 374px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"internal\" src=\"https:\/\/socialsci.libretexts.org\/@api\/deki\/files\/28018\/clipboard_eef1e8da8adee4bc9e13e4b2619f52314.png?revision=1\" alt=\"clipboard_eef1e8da8adee4bc9e13e4b2619f52314.png\" width=\"374\" height=\"249\" \/><figcaption class=\"wp-caption-text\">Figure 7.3: This spindle box is designed to support math in a Montessori classroom.[2]<\/figcaption><\/figure>\n<\/figure>\n<div class=\"box-note\">\n<div class=\"mt-section\">\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Research Highlight<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p class=\"lt-socialsci-39464\">Research indicates that the ability to reason about numbers starts as early as infancy. Five-month-olds show sensitivity to the effects of the addition or subtraction of items on a small collection of objects. Toddlers viewing three balls put into a container and then one being removed know to search for a smaller number of balls, and many search for exactly two balls.<\/p>\n<p class=\"lt-socialsci-39464\">By the time children are in preschool, before having any formal arithmetic lessons, they use a variety of strategies to solve simple addition and subtraction problems. They may use manipulatives or fingers to represent the numbers in the problem and count out loud to find the answer. As they get older, they rely less and less on finger counting. To solve an addition problem such as 4 + 2 presented with concrete objects (e.g., color crayons), the child may count all objects \u201cone, two, three, four\u201d and then continue with the second set of objects \u201cfive, six\u201d and find out there are a total of six. At a later stage, the child may \u201ccount on\u201d the second set of objects. Knowing the number of objects in the first set (e.g., \u201cfour\u201d), the child starts with \u201cfour\u201d and continues to count \u201cfive, six\u201d to find out the total number of objects, rather than starting to count from \u201cone\u201d with the second set of objects.[3]<\/p>\n<p class=\"lt-socialsci-39464\">Source:<\/p>\n<p class=\"lt-socialsci-39464\">K. Wynn, \u201cAddition and Subtraction by Human Infants,\u201d Nature 358 (1992): 749\u2013 50.<\/p>\n<p class=\"lt-socialsci-39464\">P. Starkey, \u201cThe Early Development of Numerical Reasoning,\u201d Cognition 43, no. 2 (1992): 93\u2013126.<\/p>\n<p class=\"lt-socialsci-39464\">R. S. Siegler, \u201cThe Perils of Averaging Data Over Strategies: An Example from Children\u2019s Addition,\u201d Journal of Experimental Psychology: General 116, no. 3 (1987): 250\u201364.<\/p>\n<\/div>\n<\/div>\n<p><span style=\"font-family: 'Cormorant Garamond', serif;font-size: 1.602em;font-weight: bold\">References<\/span><\/p>\n<\/div>\n<\/div>\n<div id=\"section_1\" class=\"mt-section\">\n<p class=\"lt-socialsci-39464\">[1]\u00a0The California Preschool Learning Foundations, Volume 1\u00a0by the California Department of Education is used with permission<\/p>\n<p class=\"lt-socialsci-39464\">[2]\u00a0Image\u00a0by\u00a0Lisa Maruna\u00a0is licensed by\u00a0CC-BY-2.0<\/p>\n<p class=\"lt-socialsci-39464\">[3]\u00a0The California Preschool Learning Foundations, Volume 1\u00a0by the California Department of Education is used with permission<\/p>\n<\/div>\n<footer class=\"mt-content-footer\">\n<hr class=\"autoattribution-divider\" \/>\n<div class=\"autoattribution\">\n<p>This page titled\u00a07.2: Environmental Factors Supporting Math\u00a0is shared under a\u00a0<a href=\"https:\/\/socialsci.libretexts.org\/Courses\/Arapahoe_Community_College\/Introduction_to_Curriculum_for_Early_Childhood_Education\/07%3A_Mathematics\/7.02%3A_Environmental_Factors_Supporting_Math\" target=\"_blank\" rel=\"nofollow noopener\">not declared\u00a0<\/a>license and was authored, remixed, and\/or curated by Erin Jones, EdS, ECSE, MBA.<\/p>\n<\/div>\n<\/footer>\n<\/div>\n","protected":false},"author":154,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-178","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":340,"_links":{"self":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/178","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/users\/154"}],"replies":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/comments?post=178"}],"version-history":[{"count":9,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/178\/revisions"}],"predecessor-version":[{"id":1487,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/178\/revisions\/1487"}],"part":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/parts\/340"}],"metadata":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/178\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/media?parent=178"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapter-type?post=178"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/contributor?post=178"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/license?post=178"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}