Friday, March 29, 2013

Chapter 2: Exploring What It Means To Know and Do Mathematics

The classroom environment that stimulates children's learning is important. Children need to be engaged, sharing their ideas, reflecting on the mistakes or errors and looking for connections. This means that children needs to be involved in all of the learning process and that the teacher has to be a supporting model that do not just give the correct solutions. There is a lot of scaffolding and opportunities to exposure children to maths. I do feel that having children brain storm together can help lessen the load rather than having each child find the solutions by themselves. There are children which are not good with numbers. If they can work with peers who have a better concept with numbers, this can help them in a less stressful way as comapred to a teacher helping them.

Using materials can help children understand the concept better. But if the teacher does not allow the child to try and figure a way to use and work the materials, it would not keep the child thinking on how to get the solution. The Benefits of Developing Mathematical Proficiency mentioned on page 28 and 29 of the text books summarises what we need to do in order to create an easier way to help children learn Maths. It talks about using big ideas to catergorized big chunks of informations, remembering certain informations, transferring ideas that was learnt from one concept till the other, and again, having a good and positive attitude that makes one feel confident. From what i see, alot of these are more on individual. If the child is not able to feel positive or try to enjoy the learning process, it will be hard to try to remember concepts or using the same method for different concept.

I feel that in order to get to Chapter 2, one must really develop the interest in learning maths and not jump into big concepts or formulas until one feels ready.

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