Happy
Friday!
This guide
demonstrates my ability to select a topic and share my learning with you!
“Learning mathematics is maximised when teachers focus on mathematical thinking and reasoning”. (NCTM, 2009, n.d.).
It is important that teachers must encourage students to think about a particular concept being presented. Through using appropriate questioning techniques, teachers can elicit their thinking process, which would then enable students to see whether the process makes sense to them.
For instance, when students see what happens when teachers break numbers apart and put them back together again, they too feel empowered to examine problems in their own ways, without worrying about what others are thinking or doing.
“Number operations is the most heavily emphasized strand from pre-K through grade 5 and continues to be important in the middle grades”.
It is important that teachers must encourage students to think about a particular concept being presented. Through using appropriate questioning techniques, teachers can elicit their thinking process, which would then enable students to see whether the process makes sense to them.
For instance, when students see what happens when teachers break numbers apart and put them back together again, they too feel empowered to examine problems in their own ways, without worrying about what others are thinking or doing.
“Number operations is the most heavily emphasized strand from pre-K through grade 5 and continues to be important in the middle grades”.
A
powerful tool to help students develop computational fluency is “number talk”.
It is a way for teachers to interact with students and how they respond usually
reveal the student’s level of understanding.
“Number talk” is a great activity and should
be conducted daily as a short, on-going and meaningful practice and does not
have to be related to the curriculum. This can help prepare students to use
number relationships and the structures of numbers to add and subtract in order
for them to get familiar with those concepts. Teachers can also get more complete
and useful information about the students, if they watch and interact with the
students while they are involved in these mathematical tasks.
“A worthwhile goal is to create an environment
in which students interact with each other and with you”.
A
great tool for reinforcing math concepts would be ‘task baskets’. They are placed
at my Math Learning Centre. These baskets contain games, task cards, and
manipulatives separated according to the various concepts. I use them for
teacher directed or independent skill practice, and for reinforcement and
revision activities. Students work with the materials in each basket which can
range from numeral recognition, estimation, patterning and number puzzles.
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