Monday, June 2, 2014

#TMWYK: Number Development

If you've even read this blog, you probably know that I have a two year old daughter. He's another picture of Callista from the guy who shamelessly posts pictures of his daughter on his math teaching blog.

I can remember the first time Callie came up to me with two balls and said, "two!" That was a big deal for me and I logged into twitter for the first time in weeks just to brag about it.

I later learned that for her, "two" meant more than one. For example when I put one cracker out she'd say "one," two crackers were "two," but three crackers were also "two." Four crackers were "two."

About two months ago she picked up "three." Instead of asking for two crackers, she'd request three. She knows that three fingers is "three." When asked how many she is very reliable with 1, 2, 3, and 5. 4 seems to be foggier for her and I believe we are having the same issue of three sometimes meaning "more than two."

For example, when she goes to bed, she'll request three blankets. But she has five or six in her crib. Really what she wants is ALL of the blankets, yet she requests three. She seems a little puzzled when I stop at three. She'll then request another blanket and I'll keep counting.

Is this the typical way children pick up numbers and begin to develop number sense?