Teaching Students to Count Rationally from Ten to Twenty Although most children begin elementary school with some knowledge of numbers from their everyday life experiences, learning numbers and learning to count is a process that must be prioritized for kindergarten and first grade students. The goal of this instruction is for students to become rational counters; a student who can assign a name to a number value in the proper order (Reys, et al., 2012, p. 141). There are four principles that can be taught in order to guide students to become rational counters at an early point in their education, which will form the basis for all other mathematics instruction throughout their educations. These principles are one to one correspondence, the stable order rule, the order irrelevance rule, and the cardinality rule. For the remainder of this essay, steps for teaching these principles as well as examples will be explored, on the basis of teaching ten first graders, who can already rationally count to ten, learn to count rationally to fifteen.
“Base-ten blocks, algebra tiles, Unifix Cubes, Cuisienaire rods, fraction pieces pattern blocks and geometric solids are examples of manipulaives that can make abstract ideas and symbols more meaningful and understandable for students” (Durmus & Karakirik, 2006, p. 17). “The use of manipulatives provides teachers with a great potential to use their creativity to do further work on the math concepts instead of merely relying on worksheets”(Duffy, Furner & Yahya, 2005, p. 17). Manipulatives add to the instruction of lessons and allow the students to explore math problems by using
Chapter Eight Response While reading chapter eight in Teaching Student Centered Mathematics: Grades 3-5 by John A. Van de Walle and LouAnn H. Lovin, I had a few moments of clarity: firstly, my understanding of spatial sense and its importance in the classroom was deepened. Secondly, Van Hiele’s model was introduced and explained extensively. Lastly, my eyes were opened to the ways in which I can introduce geometry in an appropriate manner to age groups previously not exposed to the subject. Overall, chapter eight addressed the reasons why geometry is a crucial subject in any math classroom and, in addition, provided future teachers with a functional list of activities by means of which to teach geometry.
The data was obtained from the school administrator’s records. The researcher sought to understand the following; i) Do male students perform better than their female counterparts and vice versa holding all other factors constant? ii) Does those who spend more hours in preparing for an exam (Mathematics exam) score grades than those who spend few hours and vice versa? Plan of investigation The researcher is investigating the relationship of gender and scores in Mathematics exam. Also analyzed in this report is the number of hours spent to prepare for the exam
There are three different methods used to assess student knowledge: diagnostic, formative, and summative. In order to test students on the knowledge and understanding of kindergarten contend standard K.6 “Students understand that history relates to events, people, and places of other times,” the teacher can implement the use of all three assessment methods. The diagnostic method is an assessment on the child’s previous knowledge or understanding of a subject, this method could involve asking the students if they know any of the elements of the content standard. For example, a teacher could ask if a student knows what the word “history” means. And depending on the students’ response, the teacher could take that question a step further by asking if the student personalized questions about the student or the student’s family, or even historical figures or events.
Garrison, C. & Ehringhaus, M. (2009, June). Formative and summative assessments in the classroom. Middle School Journal, 40(5). Retrieved June 18, 2009, from http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx The authors begin this article by discussing what a broad term assessment is and how educators should view their own classroom tests as assessments which provide essential information about students’ achievement and where any gaps in learning may occur. Summative assessments are administered to students at certain times to find out what skills students already know and to find out those skills that they do not know.
They also can provide feedback for students on their strengths, allowing them to see for themselves where they need to make improvements. Teachers use rubrics to assess students, they make it much easier, more consistent, and objective. They also help teachers focus better on key concepts. By making a work model (rubric) for students to use students will be able to improve and increase knowledge students will acquire. Teacher can better justify student grades by using a rubric that clearly shows where the student rates according to the rubric.
Assessment Artifact Name Institution Assessment Artifact Assessments form an essential means for teachers to gain insight on learning the progress of students. Assessments determine how students grasp concepts in class, which indicates the ability to make correct decisions. To evaluate learners’ performance, teachers make use of formal and informal assessments. This paper analyzes types of formal and informal assessments that an educator may use to appraise students understanding of concepts. Formal assessments refer to the systematic and pre-planned methods used in determining how students understand class teachings (Brady & McColl, 2010).
The NCTM consists of many professionals such as school administrators, teachers and professors their main goal being to use both the principles and the standards they decided on to continuously improve mathematics education in classrooms. The principles describe features of a high quality mathematics education (NCTM, 2000). The standards describe the mathematical content and skills that students should learn. This essay focuses on the implementation of the principles when teaching place value to a grade 2 class. There are six principles of teaching mathematics for understanding.
While this is a fairly new topic, professionals like Andrew S. Davis et al. advocate for this in his article, Understanding and Treating Psychopathology in Schools: Introduction to the Special Issue. This article addresses the studies in the journal, Psychology in Schools, and expresses the need of trained professionals to diagnose and treat children with psychopathy, or children with mental illnesses such as Anxiety, Depression, Early Onset Bipolar Spectrum Disorder, Post-Traumatic Stress Disorder, and Radicalized Attachment Disorder. Rather than just exposing students to and making them aware of mental health, this article calls for a "collaborative system of care that comprehensively meets the mental health needs of students" by having mental health professionals, such as psychologists and counsellors, and educators working with students that specifically have some form of psychopathy (Davis et al., 415). These must be adults who have been trained to either treat mental illness, using counseling or medication, be able to look for symptoms of mental illness, or sometimes both.