Reflection on Liebeck and Skemp Reflecting on my readings of Skemp, R. (1989) Mathematics in the Primary School, and Liebeck, P. (1990) How Children Learn Mathematics. I have reflected on the importance of Mathematics in the world around us as human beings and how it is taught within our schools. Skemp asks the question ‘Why is Mathematics still a problem subject for so many?’ One of the theories put forward is that the teaching of Maths is seen as satisfying teachers and adults by children achieving ticks for their mathematical work passing exams without fully understanding the subject. However children are achieving this through rote, a form of habitual learning. Intelligent learning is adaptable achieving the answer by way of different procedures or routes (building up knowledge) in understanding how to figure out the problem by a variety of schemas.
An Educational Assistant follows the teacher’s lesson plan closely only adding select tools to assist with the child’s understanding of the material. By reviewing and reinforcing the basic concepts of literacy an Educational Assistant can increase a child’s confidence. This enables the child to become more successful in reading and comprehension. Therefore, an Educational Assistant can be pleased that he/she has helped to improve the child’s attitude toward reading. Numeracy can be quite overwhelming for a student who has difficulties understanding the basic language of mathematics.
Running head: BENCHMARK ASSESSMENT: INTEGRATING SCIENCE AND MATH Benchmark Assessment: Integrating Science and Math Kathy Harris EED-364 Curr. Mthd & Asmt: Sci & Math October 26, 2011 Benchmark Assessment: Integrating Science and Math Integrating science and math provide numerous opportunities to link the two together. Students sometime are not aware that the two subjects have a close connection. There are areas that math can be associated such as problem solving, practicing measurements, interpreting data which can be shown in charts, graphs and tables. “When mathematics is incorporated into a science lesson, the two disciplines complement each other in such a way that the learning of both science and mathematics is enhanced” (Sherrod, Dwyer & Narayan, 2009, p. 248).
The aims and importance of learning provision for numeracy development. The curriculum provides pupils a solid foundation in all aspects of numeracy and a Key feature of developing skills in numeracy is for pupils to understand its purpose and be able to not only learn but also apply it to real life situation which is why it is important to establish mathematical skills at a early stage. In reception classes Teachers follow through a Foundation Stage Curriculum which includes problem solving, reasoning and Numeracy for pupils 40-60+ months old. In Key stage 1, numeracy skills are developed practically in shape, pattern, counting, sorting and measuring. Teachers plan activities in order to help the pupils develop mathematical skills through exploring, playing games.
Displays can sometimes involve a vocabulary list or mathematical equations which you would like the children to work out. All children’s work should be put on display. They should be able to see their work and
We give them the opportunity to learn things in their own pace and time, trying to create realistic challenges in their learning to help their development. During the maths and literacy lesson, we work in small groups where the children are divided according to their learning skills and capacity. For example: during the maths lesson, the children who are stronger in maths will have an activity which will be higher level of difficult compare to
Collaboration is an article about elementary school teachers who use new found technology to enhance their classroom and learning environment. Space discovery talks about how implementing the fun and effective teaching of space into your class room can improve learning. Both articles exemplify some of the mathematical practices and scientific processes. – (Math And Science For young Children (p. 68). (2011).
We expect children to have a solid grasp on this material by the end of second grade, with the ability to “represent numbers using words, pictures … or physical objects such as base ten blocks” (WA State). While the concept of place value may seem simple to an adult who has become intimately familiar with this system throughout their life; a child who is first confronted with this topic has no background to draw upon in their attempt to understand. It is up to teachers to present the concept in multiple ways, in order to reach all students and accommodate a variety of learning styles. Before a teacher can expect to instruct students on place value, they need to be sure that their understanding of the subject is comprehensive enough to expound upon. Learning how to compute in bases other than ten is an effective
CHCCN301B – ASSESSMENT 1 (ON THE JOB) (LA013945) Task 1 – Assess and control physical hazards in the service Play Equipment appropriate for 1 – 3 Year Olds Equipment 1 - ABACUS Why is this designated equipment appropriate for designated age group 1 – 3 year olds? The abacus is designed to teach numbers and arithmetic to children. This abacus is great for the children to learn counting as they count each piece and move them from one side to the other. By moving each piece the children are able to build on their fine motor skills. The abacus also teaches simple shapes so the children can build on their shape recognition with other items – boxes, balls, enabling them to link their learning through everyday knowledge of things they
TBA 3.3 SUPPORT LEARNING ACTIVITIES 6.2: Develop a plan for improving own knowledge, understanding and skills in literacy, numeracy and ICT. Whilst working alongside teachers and children in my class, I’m improving and developing my knowledge, understanding and skills on a day to day basis in all 3 areas. I am also aware that I make sure that I am doing things correctly, for example: • Holding my pencil correctly • Using the right pronunciations in literacy • Navigating around the computer programme we are using • Using the correct methods in numeracy If I come across something that I’m unsure about whilst in class and taking a group of children, I will ask my teacher or one of my colleagues. As the weekly planning is