1.  Specific Context of the Teaching/Learning Situation

• How many students are in the class?  

            There are 22 students.

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• Is the course primary, secondary, undergraduate, or graduate level?

            The course is Pre-Kindergarten.

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• How long and frequent are the class meetings? 

            Classes are approximately 45 minutes long.

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• How will the course be delivered: live, online, blended, flipped or in a classroom or lab?

            Classes will be delivered live in a regular classroom.

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• What physical elements of the learning environment will affect the class?

            Physical space and classroom organization

            Sensory stimulation

            Themed play areas and their integration with didactic and manipulative materials.

            Technology Integration

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• What technology, networking and access issues will affect the class?

            Availability of devices, laptops, tablets, etc.

            Digital Literacy Gaps

            Internet Connectivity

            Bandwidth limitations

            Software Compatibility

            Device Reliability

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    2.  Context of the Learning Situation

• What learning expectations are placed on this course or curriculum by: the school, district, university, college and/or department?  the profession?  society? 

-District/School Expectations:

Students develop foundational counting and quantity comprehension skills before entering kindergarten.

Acquire the ability to count the sequence of up to 10 from memory.

They understand the cardinality principle, i.e., that the last number named represents a set's total number of objects.

They can apply these counting and cardinality skills in practical activities and meaningful contexts.

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-Expectations of the teaching profession:

Teachers plan and implement active, manipulative, and playful learning activities to develop these early numeracy skills.

Use age-appropriate teaching strategies, such as songs, games, stories, and specific materials.

Assess students' progress in these skills through observations and hands-on assignments.

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-Societal Expectations:

Children acquire a solid foundation in mathematics early to prepare them for future learning.

They develop counting skills and an understanding of quantities fundamental to daily life.

Through quality preschool education, the foundation is laid for later academic success.

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3.  Nature of the Subject

• Is this subject primarily theoretical, practical, or a combination? 

Teaching mathematics in pre-kindergarten is primarily based on a practical, manipulative, and playful approach that promotes active and experiential learning in children. It is a balanced combination of theory and practice. Math education in preschool is not simply about memorizing numbers or mastering abstract concepts; It's about fostering a love of math, developing problem-solving skills, and laying the foundation for future math success. By achieving a balance between theory and practice, early childhood educators may effectively accompany young learners on their mathematical journey.

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• Is the subject primarily convergent or divergent? 

It is primarily divergent. In pre-K, math is usually taught in divergent ways to encourage creative and exploratory thinking in children. Children at this age are at an early stage of cognitive development and are learning to understand and manipulate basic math concepts through hands-on, exploratory experiences.

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• Are there important changes or controversies occurring within the field?

-The use of standardized assessments to measure math skills in preschool.

-There is an emphasis on play-based learning as opposed to structured instruction. Play-based learning enables children to learn via inquiry, discovery, and hands-on experiences, resulting in a deeper knowledge and enthusiasm for mathematics. 

-While technology can offer engaging and interactive learning experiences, there are concerns about its potential to replace hands-on activities, limit social interaction, and push existing digital divides out of the ordinary.

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4.  Characteristics of the Learners

• What is the life situation of the learners (e.g., socio-economic, cultural, personal, family, professional goals)? 

My class is bilingual pre-kindergarten, and 90% of my learners only speak Spanish. The school where I work is Title I, and the economic situation of the families varies. My students come from different countries, such as Mexico, Honduras, Guatemala, and El Salvador. They are mostly parents of immigrant families who come to seek a better future in this country.

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• What prior knowledge, experiences, and initial feelings do students usually have about this subject?

My class is bilingual Spanish-English pre-kindergarten. My students range from 3 to 5 years old at the beginning of the school year, they have an innate knowledge of mathematics and no previous academic knowledge, but they arrive with an amazing desire to learn.

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• What are their learning goals and expectations?

The learning goals and expectations of pre-K math students focus on establishing a solid foundation for developing foundational math skills and learning in a fun and engaging way.

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5.  Characteristics of the Teacher

• What beliefs and values does the teacher have about teaching and learning?

From my perspective, Learning is a continuous process that takes time, effort, and assistance to ensure that all children can learn and have the opportunity to achieve. Thus, the teacher's role in teaching will be to recognize that each student has unique strengths, needs, and learning styles, build strong relationships with their students, and create a meaningful, positive, and supportive learning environment. They are fostering values such as curiosity, creativity, critical thinking, problem-solving, communication, and respect.

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• What is his/her attitude toward:  the subject? students?

My attitude towards math is positive. First, because that's my personality. Second, because math is everywhere and provides tools to understand the world around us, and we apply it every day in all situations of our lives. Regarding students, I believe that children in pre-kindergarten can assimilate knowledge quickly, are curious, and are receptive to learning, so it is crucial to foster a positive attitude towards mathematical concepts from an early age in a fun and accessible way.

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• What level of knowledge or familiarity does s/he have with this subject?

I have a good level of knowledge about teaching math through gamification. I consider gamification a strategy that uses game elements to motivate and engage students in learning. By making learning more interactive and fun, students can feel more motivated to engage with and explore math concepts more deeply and meaningfully.

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• What are his/her strengths in teaching?

My strengths are: I am patient, creative, empathetic, and persevering. I can adapt my approach to the students' styles, levels, and learning needs. I strive for my students to understand the concepts clearly, from the general to the specific, always with the intention that the students obtain meaningful learning.