For Christian Schools Parents and Teachers Part One Biblical Worldview and Mathematics

Those who do not believe in God have a secular or world view of life. Those who are believers should have a Biblical worldview or philosophy regarding every facet of daily life. For educators who teach math at any level and age group, how can math be taught from God's Word, from His perspective?

In Part One, I want to focus on 4 cornerstones in worldview and 3 concepts for integration.

First cornerstone in a Biblical worldview towards mathematics is human origin has a starting point but God as Creator and Designer does not. He is infinite and He offers eternal life or eternal damnation. The concept of zero or nothingness suggests there is a Creator who can create things or people by adding us in or taking us away at any given point.

Second cornerstone in a Biblical worldview towards mathematics is human purpose or meaning of life. If He is eternal and offers eternity, there must be a purpose for why He added us into His World, His Creation. All around us we can see His power like effects of hurricane or flood. This past week in the midst of celebrating the 4th of July, there were spotty areas of swift and rapid downpours and flooding near our church. A former attendee who lives about 4 miles north of the church has a bridge connecting her home to the rural road due to a deep creek. The bridge got pulled away. Her family had to be rescued by airboat in order to get them to a safer place. About 4 miles south of the church a Baptist campground has reported getting 6 inches of rain in less than 1 hour. The bridge that campers access to get to the zipline got ripped away and other destruction was scattered around their property. God reminds us of His power over Creation when events happen around us. We aren't in control--He is. Mankind is given stewardship of God's World (Genesis 1). Man is told to rule over earth, subdue it, and to fill it. Stewardship in math includes using our time wisely, understanding our Creator is unlimited, following the rules of truth versus falsehoods, right versus wrong, and there is good versus evil. Math concepts like infinity, power, stewardship, adding/filling, etc. help to clarify our meaning.

Third cornerstone in a Biblical worldview towards mathematics is morality. Breaking or not following mathematic laws/rules leads to bad outcomes with incorrect answers that aren't helpful which lead to frustration, anger, confusion, and/or disappointment. The same happens when God's moral laws are broken. Jesus got angry with money lenders in the temple because of their dishonest money practices (Matthew 21: 12-13). The values of honesty and fairness were not being used.

The fourth cornerstone pivots back to the first one dealing with infinity, which is worldview of man's destiny. Man's destiny can be either eternal life if a person accepts Jesus Christ as Savior or eternal damnation in hell if a person rejects Jesus as Savior. Another concept tied into the cornerstone of destiny is reaping what we sow (x + x = ?). My favorite reminder for decision-making and problem-solving is POCS: identify the problem, identify all possible options, consider all possible consequences, and then select a solution. Sometimes how we decide to fix a situation results in failure. Then we are reaping sadness, sorrow, anger or frustration. If we make good choices then we reap happiness and joy. Mark 10: 28-31 is a reference example. Another concept tied to the future is the possibility of a reward of 100 times more to those who sacrifice for God's Glory promised by Jesus. What will be part of our destiny? How will math concepts affect our destiny?

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Integrating Biblical concepts in mathematics class starts with recognizing mathematical structure in the creative works of God. Genesis 1:5 speaks of evening and morning defined the 1st day. Genesis 1:8 states the Heaven and firmament were separated to mark the 2nd day of creation. Genesis 1:13 designates the 3rd day with water and land/grasses being divided. Genesis 1:19 reveals that God gave the sun, greater light, to rule the day, and the moon or a lesser light plus stars to rule the night for day 4. Creation advances on day 5 with animals, birds, and creeping things being made in Genesis 1:23. Man and his stewardship mandates to multiply or refill are day 6 of creation as that sections ends with Genesis 1:31. The story of creations extends into chapter 2 stating that God rested on day 7. Think of Him leaning back, relaxing, and looking over everything He had made in the previous days.

More mathematical structure in creation is seen in Psalm 147:4 where David declares God tells the number of stars and can even call them by their names! Isaiah 40:26 rephrases that by stating He who created brings out the host by numbers and calls them by their names. Jeremiah pronounced in chapter 31 verse 37 that the LORD said heaven above can be measured. Wow! Amazing!

A second mathematical concept to Biblically integrate is studies of mathematics reveal intelligent design by a Master Designer/Creator. The key Bible reference for this is Psalm 19:1. The heavens show God's Glory and the firmament reveals His handywork...painstakingly precise details. Values of accuracy, precision, orderliness, and punctuality are vitally important for math rules being followed but are also vitally important in a Christian's life reflecting his/her Creator.

A third mathematical concept to Biblically integrate is being able to see and describe the world in mathematics terms. Job 32:8-9 refers to man having a spirit and is able to get understanding from the Almighty. In the New Testament, I Corinthians 2:14-16 this section mentions that it is not natural for man to be aware of the Spirit (have understanding); however a person can have the mind of Christ, receive the Spirit and thus have understanding to see and describe God's Creation.

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Since this blog is devoted to early childhood education, pre-math or early math experiences for very young learners from a Biblical perspective would be noticing the awesome details in nature, those patterns and variety that have been included by the Master Artist, the Master Mathematician! Learning to count, number sense, number symbols using acorns, leaves, berries, and others of nature's gifts are important using realism. Flashcards aren't enough and do not give the opportunities for children to pick up and hold items. Stewardship can be started with counting and caring for class plants and animals. Stress the importance of each child being part of the group. Find ways to tell each child how they add/improve the group by being there. Find ways for them to learn how to describe their world with color names, shapes, lines, textures, and recognizing numbers and patterns. Give them a terrific foundation for mathematical understanding in learning how to see and describe God's creation!

Constructivist theory in ECE classrooms and is it still being used today

Recently I learned that the teacher education program at Ohio Christian University in Circleville, Ohio promotes Constructivist theory and practices. I was very excited to learn this because I really enjoyed researching about Jean Piaget and Les Vygotsky while getting certified for FACS and working on my master's degree that has an emphasis in early childhood education.

To start my research, I found an article that is a general overview about constructivist practice in the classroom:

https://classroom.synonym.com/childcentered-approach-early-childhood-education-8614207.html

From 2017, I have found a response article about an argument within constructivist theories pitting Dewey versus Freire, but the author favors using both:

https://blogs.edweek.org/edweek/learning_deeply/2017/07/dewey_and_freire_need_each_other_to_fight_a_greater_enemy_conventional_schooling.html


From 2011, this is another basic overview of how and why constructivism should be used in ECE classrooms. An important phrase that stood out for me as a good reminder of this theory was "trial and error":

https://www.funderstanding.com/theory/child-development/constructivism-and-the-developing-child/

Some blogs by teachers that I've enjoyed reading and following are:
a. Prekinders
b. Pre-K Pages
c. Skilled in Second
d. Not So Wimpy Teacher
e. Tara West's Little Minds at Work
f.  Preschool Plan It

*disclaimer: I'm not saying these all support constructivist theory however in the areas of science, math, social studies/community helpers, building, dramatic play, centers and tinkering trays, you will find great ideas. They also have electronic newsletter for updates and often have freebies

Another great teacher/classroom source for ideas come from The Mailbox. They have free electronic grade level newsletters; currently I'm signed up for the preschool age group and grades 2-3.

From Facebook, STEM Teacher Tribe is a great community to join. The grade levels vary but many K-4 and 5-9 as well as math specialists and science specialists, even some technology specialist teachers.

To fully follow constructivism, the teacher needs to be a facilitator and guide, the provider of a huge array of materials that children can explore, build, and collaborate with their peers whether it is putting together a tower, fort, bridge, ramp for cars, etc. Concepts and skills 'accountability' comes through conversations, before and after type KWL charts with either whole group or small groups of children that are interested in a certain topic, etc.

Educators: give me some feedback on your successes and failures with constructivism especially in today's divided school culture between heavy testing and objective stressing versus flexible individualism.

Still in love with all things ECE-related,
Becca S

ECE Food Crafting Experiences for preschool children to enjoy

Snakes?

Cars?

Spooky houses?

Sure! Sounds fun! 

What about to eat? huh? oh, no!!!!

Have a conversation with your group about frosting, candy, plastic knives, etc. are your tools for the activity and they are not to lick their fingers or knives while assembling your food creation. As one who did food experiences exactly like these with 3s, 4s, and 5s and also as a certified grades 6-12 FACS/home economics teacher with 9 years experience teaching culinary arts, please make sure to find ways to involve each child and have all supplies available and near the work area before beginning. Those little ones will be bouncing up and down in their chairs!!! They will be so excited!

These photos are not from my experiences with preschool but have been gleaned from the internet and look more professionally done than what finished food crafting with little ones will look like. Don't fret, however. In their eyes, they've helped create a masterpiece and they will also just as quickly will want to eat and destroy it. 

That's half the fun, I think. The other half is the playful learning and building of skills that will be occurring. Fine motor skills will be strengthened when using plastic knives to frost or cut and when placing candy or cookie particles in different places. Safety concepts and skills will be reinforced when setting up and proceeding through the food crafting experience. Make sure to state real world science safety and observation skills connections while children are working. While eating, take time to question the children about sizes of different food pieces that were used for more math skills besides any measuring or counting while assembling.

Isn't this snake almost too cute to eat?!?!?! My four-year-olds did a snake or caterpillar looking creation using Twinkies for sections with green-tinted vanilla frosting to cover the outsides of each Twinkie. So each child got to unwrap one, frost it, and place it on the display tray.

Way back when working with three-year-olds for a pre-Father's Day activity, we crafted a car using a purchased pound cake for our base with a little bit of carving out, a blue-frosted graham cracker became the front windshield, and we also had chocolate-covered mini doughnuts for tires. Our car's exterior was red-tinted frosting. And I think we had black string licorice pieces to resemble wipers for our front windshield!

This is a yummy chocolate-y haunted house! Working with a group of 3 1/2 year olds, our spooky dilapidated house was made with a purchased pound cake, Swiss Cake Rolls or Ho-Hos for corner type rounded towers, crumbled Shredded Wheat cereal for dried grass, malted milk balls served as decorative stone pieces to top the corner towers, and a chocolate frosted sugar wafer cookies for the front door.

Remember with this type of food crafting of desserts, frosting is the "glue" to hold all your bits and pieces together...well, at least long enough hopefully to snap a picture and hear the oohs and ahs from the children!!!

Another tip is don't be a perfectionist when food crafting with early childhood learners. This is a playful learning opportunity for them to build fine motor, math, and science skills.

ECE Food Experience for Jams and Jellies

J is for jam. J is for jelly.

Yum! A delicious activity that combine early math and science concepts of graphing and evaluating through taste.

peach preserves = orange construction paper

grape jelly = purple construction paper

strawberry jelly = red construction paper

apple jelly = yellow or amber construction paper

These are the 4 choices I have used that get great participation from all the students. It also helps to have 4 so that their slice of toast or fresh white bread can have a teaspoon of a different one in each corner.

Supplies:

*simple graphing worksheet

or large easel paper and marker to create a large class graph (if so, student name should be on their paper squares)

*1 construction paper square of each color of jam/jelly for each child

*adhesive (glue stick or tape)

*plastic spoons (4)

*plastic knives (# of children in your group)

*1 jar peach preserves

*1 jar grape jelly

*1 jar strawberry jelly

*1 jar apple jelly

*paper plates to help contain crumbs and sticky mess (# of children in your group)

*container of wipes to also help with sticky messes

*toaster, unless your kitchen cook is able to toast bread for your group (safety-wise, remember if used in classroom, it should be placed high on a counter away from where the children are sitting)

*white bread slices (# = # of children in your group)

I think that's it. I've done this with 4 year olds and I've even done a variation with 7th graders in an introductory FACS class.

New ECE classroom to get ready for 2017-2018 school year

Hired 4 days ago!!! very small Christian elementary school as PK3-PK4-K5 room teacher!!! I've been teaching FACS to middle school and high school level students for most of the last 9 years; however with a M. Ed. in Elementary Education degree with an ECE emphasis and previous teaching and work experience in daycare preschool age classrooms and a Christian school kindergarten classroom about 20-25 years, this is a refreshing change!

Yes!, so far total enrollment is 7 possibly an 8th child and the options will keep me busy keeping lesson plans and their curriculum organized. I have one 3 yr. old coming on Monday A.M., two 4 yr. olds coming all five A.M.s, one 4 yr. old coming 2 days per week on Monday A.M. and Wednesday A.M. and so far three 5 yr. olds coming all full 5 days per week (possibly one more kindergartner that the office is aware of). Crazy!!!

In order not to go super wacko in the next 3 weeks, I decided to keep the bulletin board décor that was already up. It would not have been my pick, but I'm going to make it work and also see what I can find in storage to fit the "animal"/jungle theme. I've found a frog theme weather chart kit in the closet. A lion! Lots of dinosaurs. Monkey cut-outs and a monkey piñata. Zebra print and jungle leaf bulletin board paper backing. And bulletin borders in cheetah, leopard, leaf, and African print.

I've worked in the classroom on Monday which was mostly assessing the room's contents and today/Wednesday with my husband to use his brawn to move furniture around and some of the wall décor items. I'm going to do my best to show similar sections of the room with the 'before' photo and the 'after' photo. Keep in mind this is still a work in progress:

Area 1: across from entrance door, looking at coat hooks and teacher desk area=

before (I felt the coat hook/backpack area was too crowded)

before (also I believe the ABC rug needs to be moved to the alphabet/writing/pre-reading area; AND the 2 tables right in front of the teacher's desk--ugh!)

after (cleaner look already! hubby moved big blocks and the covered up Lego table to a new spot and the games and puzzles on the light blue bookcase got moved into the storage closet with the bookcase getting a new location...and this section already looks more accessible--yea!!!)

after (the easel used to be at the other end near the alphabet/writing/reading zone and the kidney table was over in front of the "math" board; I'm going to use the easel to place a morning greeting but it will be used by children throughout the day and the kidney table is covered with stack of items that need to be laminated and others that need a home. The big brown item is wood grain contact paper on the side of a filing cabinet that used to be just inside the entrance. It is now topped with dinosaurs and a globe.

before (these desks were close to the teacher's desk and will be moved about 2+ feet to the right as shown; notice opposite up on the metal there are shape cut-outs and color crayon cut-outs! These are getting moved to the math/calendar zone.) Oh! We found out about a free couch with 3 toss pillows that had to be moved out of someone's garage, so my husband asked for it to be used as a new student reading spot!!! Hubby and one of his buddies loaded it up last night and we cleaned it up and moved it into the classroom today!!!!

after (Here's the couch! Doesn't fit the jungle animal theme but the unstuffed lion pillow 'pet' was found folded up and got a new home. Maybe one of these days I will buy a tan throw or piece of fake fur to put under the lion to cover up more of the blue plaid. And notice the new home for the light blue bookcase that use to be over by the student coat hooks. I've already put science theme books on it like "I Spy", Eric Carle's "The Grouchy Ladybug", "The Very Quiet Cricket" and "The Hungry Caterpillar".)

before (alphabet zone in background will get a new look--yellow tables get moved to the math/calendar zone and the kidney shaped table in the foreground got moved near the teacher desk. Notice the corner of a student desk because remember those are getting shifted over more to allow room for that free sofa!)

after--sorry, I just realized that I didn't take a better placement photo of the 4 student desks or the new home of the ABC rug. I will have to take those photos on Friday and make it the next blog post. OKAY--this divider was originally about 2 feet perpendicular from this location and had nothing on either side. I found more of the jungle leaf bulletin board paper in the storage closet along with 4 new packages of borders and recruited my husband for additional help today to use his staple gun and get this new created bulletin board to cover about 70% of this side of the divider. Student desks are in groups of two perpendicular to the divider and then also to the sofa.

Now we will shift to the other side of the divider and some of the before and after:

before (alphabet zone on left; Bible zone on right; behind the easel is a cabinet filled with writing supplies like student size dry erase boards, erasers, pencils, glue, and more as well as phonics charts; there is also a big book rack behind or to the right of it. Remember the easel gets a new home down by the teacher's desk and those yellow tables are going to shift about 4-10 feet away in front of the math/calendar/science wall.)

before (panning more to the right of the Bible area--the rug gets moved by the new kidney table and easel area by the teacher desk; the black corner chair and lion get moved to the free sofa area in order to move the overhead cart [not shown yet] to the corner and the sensory table [also not shown yet] gets a new home in front of the science/calendar board areas)

after (science/calendar/math boards are on the right with the sensory table, 2 yellow tables, and 1 of 2 tables that had it's old home in front of the teacher desk! Now I can have all 7-8 children in this area or options to have all 7-8 on the ABC rug or grouped within the student desks, sofa, and black curved chair area. Lots of options! Even the kidney table isn't that far from the student desks, so I can work individually or with a pair while the others are engaged nearby!)

The blue pocket chart is getting moved. The magnet board only moved about a foot from where it was. (to the left of the edge of the blue pocket chart and sort of hidden behind stacked chairs).

after (I'm not thrilled with this arrangement yet, but I wanted to get the shapes and colors moved over to what's going to be the calendar/math section of this wall. Items on table have to find new homes. Again, still a work in progress. Oh! I was excited to find in the teacher desk labeled photographs for the AM  schedule. I placed them in order across the bottom of the board. The previous teacher had magnets on the back of  all these items so relocating them was very easy!!!)

Next will be the last photo showing the new location from the Lego and plastic blocks:

after (this area by the entrance used to have a filing cabinet and sensory table; now it is a building center!)

The birthdays are still posted with last year's group, so that will have to be updated before August 16. The wall space to the right is vertically narrow with the storage closet door just to the right of what's the photo edge. I would like to put some inspirational photos of monuments, towers, bridges, etc. on that space and change them every 2 weeks or so to keep the students' interest fresh for this aspect of STEM.

Hope you didn't get bored with this super long post about my new home away from home! It's already exciting for me to see this over-full room and closet find new invigoration and creativity in use of the physical environment. I still have lots to do--lots to sort, organize, maybe toss, maybe recycle, etc.!

Teaching in the heartland of America,  Becca