Preliminary Report Section 1: The Early years of school is the beginning of every child’s educational journey. Whilst teaching this group I have often wondered about the pedagogical nature of using games to enhance mathematical learning. I believe that games have an effective way of engaging children, but do they really enhance a child’s mathematical understanding of the concept/s being explored? I intend on reviewing research literature that focuses on the use of games in the mathematics curriculum and how it nurtures quality learning. Children are active learners who create, modify and integrate ideas by interacting with the physical world, other children and adults.
If the calculator is used properly in the classroom, it can be a beneficial tool for pupils. The calculator enables students to concentrate on math instead of focusing on tedious tasks that are not used in everyday life such as long division. If the calculator becomes a tool that elementary students use more often in the classroom, it will only help them become better students of mathematics over time. One of the many things that prevent the calculator from being more widely used in the elementary school are the many negative myths about calculators and how they adversely affect students in elementary schools. One belief that is held by many parents and teachers is that calculators hinder students’ ability to grow as thinkers.
iPads Support Writing and Reading Children in primary ages learn basic literacy skills at school and they need visual materials supporting their learning. In this case iPad apps gives teacher’s significant teaching strategies to teach them how to read, write and speak correctly during elementary school. Bonnstette and VanOverbeke (2012) believed “The elementary classroom builds the basis for the content areas and the future success of students. From writing creative stories to fact mastery in mathematics, apps provide an engaging and interactive platform for learning.” (p. 3429). Additionally, iPad apps help students to work cooperatively and independently.
This will make your child feel useful and also foster a love of mathematics. You can also relate books to math as an extension to get your child thinking mathematically. As a child, I did not like doing math homework, but had my parents been good at math and had a good attitude towards it maybe I would have done
Literature Review In contrast with other technologies seen in the classroom, SMART Boards were designed for whole-class instruction and active engagement. The interactive nature of the technology and state-of-the art software enable teachers to generate activities for students that are engaging, meaningful, and enlightening (Riska, 2010). The SMART Board captures students’ attention in a unique way and engages them in interactive learning. Students and teachers are able to write directly on the screen using special pens and/or his/her finger and can manipulate text and images, view videos, formulate graphs and charts, and design vivid and creative presentations. Interactive board technology such as the SMART Board helps students with different learning styles learn more effectively (Savo... ... middle of paper ... ...trieved from http://practicalinteractivity.edublogs.org/files/2008/04/using_iwbs_to_enhance_maths_teaching.pdf Ladislaw, J.
• Link to relevant curriculum documents and understanding of the learning sequence. • Teaching approaches, developing children’s understanding, appropriate models and materials for learning. • How children learn the mathematics concepts. 1. Key Mathematical Ideas and Skills Geometry is a branch of mathematics which involves the study of properties of points, lines, planes and of curves, shapes and solids (Booker et al.
Effective teachers in the classroom will provide students with opportunities to work independently and collaboratively to make sense of the math curriculum in which they are learning. (Anthony & Walshaw, 2012). By working in groups students can ask questions to their peers as the arise and the students take more responsibility in t... ... middle of paper ... ...it comes to providing students with the best education possible to make them successful. Even though mathematics is a hard concept for students of all ages to understand, future educators need to prevent or eliminate the negative thoughts and feelings children have for mathematics. Mathematics is not impossible; it takes time, practice, and patience to be successful in the classroom.
The second theory I will explore is the social constructivist theory which states that learning is more likely to occur if adults or older children help guide or model young children’s development and learning. (Broody 2000).Theorist Lev Vygotsky believed in this theory he believed that learning is characterized by the child’s ability to problem solve independently as well as under adult or peer guidance. The teacher using this theory has to support learning by creating assistance for children and provide scaffold assistance (Berk & Winsler, 1995). Allowing children to speak and discuss with their peers and ... ... middle of paper ... ...ng, pattern, time. All these things show us how much mathematics we interact with everyday and as teachers we have to teach children so that they develop positive dispositions about mathematics.
We have worked in groups and collaborated on the big ideas of each unit. On our own we have presented to the class both answered problems and productive failures. We have enjoyed reading books and articles related to math, teaching, and this course. We have learned through inquiry based learning and were able to use other materials such as manipulatives, videos, and our peers. As individuals and a class we were able to reflect on what is working, why its working, and how to be best prepared to be math teachers.
Ward (2005) explores writing and reading as the major literary mediums for learning mathematics, in order for students to be well equipped for things they may see in the real world. The most recent trends in education have teachers and curriculum writers stressed about finding new ways to tie in current events and real-world situations to the subjects being taught in the classroom. Wohlhuter & Quintero (2003) discuss how simply “listening” to mathematics in the classroom has no effect on success in student academics. It’s important to implement mathematical literacy at a very young age. A case study in the article by authors Wohlhuter & Quintero explores a program where mathematics and literacy were implemented together for children all the way through eight years of age.