PreK Math Support

Large class sizes with a wide range of learners strengths and weaknesses, no extra helpers available, and new concepts being taught make for a perfect storm in a pre-kindergarten room.
Small groups allow for teachers to spend less time managing children and more attention focused on instruction. The more quality contact with children, the greater the positive impact on learning and development. The problem is that assistants and/or parent volunteers are a critical component to the success of small groups. Currently, the classrooms in our district averages 18 students to 1 teacher.
Early math instruction using research-based teaching strategies and a variety of appropriate experiences will contribute to a student’s positive identity in future academic and practical areas of life.
Research indicates that a concrete-to-representational-to-abstract sequence of instruction ensures students truly have a thorough understanding of the math concepts/skills they are learning. When students are allowed to first develop a concrete understanding of the math concept/skill, then they are much more likely to perform that math skill and truly understand math concepts at the abstract level.
Therefore, timely feedback is critical in this concrete stage of development. Students would work on an Osmo along with iPad or Amazon Fire Tablet to practice using concrete materials while receiving immediate feedback to reduce practicing a potential misconception repeatedly, and work towards creating a sense of independent learning at their own pace based on their unique strengths and weaknesses.
A sample schedule to allow for small group of about 6 students might include:
Teacher: differentiated explicit instruction of the new concept/skill
Osmo: hands on practice of the concept using concrete materials
Explore: integrating math across the curriculum