Diverse Role Of Questioning And Dialogic Work In Mathematics

I regards to Numeracy sessions, again they often run similarly to Literacy lessons, where I get to prepare appropriate maths resources and organize the group work or work with certain individuals. I often need to repeat teacher’s instructions to re-enforce what pupils should be able to achieve and maybe introduce follow-on tasks to extend learning of the more able pupils. I feel, I still have a lot to learn in Numeracy department, partly due to the fact that I was not educated in the UK and the strategies for some mathematical activities are solved very differently here that I would had been used to. Luckily in Year 1 I can catch up fairly quickly and I am learning along side our children.

In order to survive the world around us that is fully designed on mathematical notions, young children need to acquire mathematical knowledge. Hence, this aspect when attained effectively places them in the right position to face the distinct real world of mathematics. Therefore, it is essential to acknowledge how these children obtain numeracy skills and their capabilities through the theories of cognitive development presented by many influential theorists. The following essay elaborates a chosen theory of cognitive development in relation to mathematical knowledge with a link to the Australian Curriculum to demonstrate how the document chosen allows for scaffolding of children’s learning for kindergarten students.

The objective of EDC141: The Numerate Educator was for students to obtain the chance to develop their mathematical skills, build mathematical competency, and positively chance their disposition (as a pre-service teacher) towards the importance and the functionality of maths. The key to success is to learn from one’s mistakes and work (by practicing mathematical questions) to further improve one’s results. This I managed to do by increasing my Mathspace results from 64% to 68% (as shown in Appendices 1A). The Australian Curriculum focuses on developing student’s capabilities in six areas: number, Algebra, Geometry, measurement, statistics and probability. Using evidence from the Mathspace test results, the NAPLAN results and activities of ‘What

The aims and importance of learning provision for numeracy development are to ensure all students understand that maths is a vital part of everyday life and will continue to be used throughout their life. Primary schools will teach students to learn various methods and techniques to be able to reach the correct answer. The end goal means more students will be able to solve a mathematical problem, independently, using a method that suits them. They can then develop their learning to improve their knowledge and apply it to real life situations; such as counting in groups of numbers such as 5’s or 10’s, which in turn can be applied when paying for

Numeracy development is important for all children as maths is an important part of everyday life. The way in which maths is taught has changed greatly over the years. When I was at school we were taught one method to reach one answer. Now, particularly in early primary phase, children are taught different methods to reach an answer, which includes different methods of working out and which also develops their investigation skills. For example, by the time children reach year six, the different methods they would have been taught for addition would be number lines,

Van de Walle, J, Karp, K. S. & Bay-Williams, J. M. (2015). Elementary and Middle School Mathematics Teaching Developmentally. (9th ed.). England: Pearson Education Limited.

Mathematical activities at Ysgol Dolafon are delivered in accordance with pupil’s individual needs and great deal of emphasis is given to continuity of learning. Ample opportunity is provided for pupils to discuss their understanding of concepts as they progress and teachers are aware of the importance of eliminating any gaps in the children’s mathematical knowledge. The Welsh Assembly Government guideline for Mathematical Development maintains that: ‘It is crucial that gaps in children’s mathematical learning are avoided, so that children do not miss out on essential elements in their understanding of mathematical concepts’ (WAG 2008) and Ysgol Dolafon fully agrees with that statement.

The National curriculum states that in Mathematics teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is

During the observation time I was placed in a first grade classroom. Walking into the class I began to look around and smile, there was so much color all over the classroom I could not help but feel happier. The teacher immediately stopped the class and told us what they were doing that morning and had each student introduce themselves to us. They went around and stated their name and then went back to their math workbook. When they were finished with their math worksheets they were then able to pick something to do around the room. That included reading on their own, getting to use the iPad, working on the computer, etc. Some students were together while others chose to work on things independently.

Observations for Jose took place on his science and math classrooms respectively. At the beginning of the class, the teacher asked a question to the group, Jose raised his hand to answer. He remained quiet on his desk while teacher explained the lesson in detail to the whole class. During the rest of the class, he remained seated on his desk and participated in the discussion at the proper time. The teacher showed a video to the class and asked some questions, most of the class tried to answer them, but Jose didn’t seem interested as he was with his head down on his arms. Next Day during the math period, students were working in small groups. Jose actively participated in the class discussion. He reviewed his paperwork with his peers and asked a few questions to the teacher’s assistant. Jose followed the teacher commands until the class finished. During the interview process, Jose mentioned that his favorite subjects were reading and science, conversely the subject that gives him most trouble is English because kids in the class laugh at him. Jose thinks that learning is natural for him and he can complete assigned works but doesn’t feel being as smart as the other students. When with his friends, he likes to hang out, play games and soccer. About his other classmates, he stated not getting along with them because they are always pushing or tickling him. Jose reported having no problems with the teachers or at school in general. On weekends, he usually enjoys of playing with

Maths is ubiquitous in our lives, but depending on the learning received as a child it could inspire or frighten. If a child has a negative experience in mathematics, that experience has the ability to affect his/her attitude toward mathematics as an adult. Solso (2009) explains that math has the ability to confuse, frighten, and frustrate learners of all ages; Math also has the ability to inspire, encourage and achieve. Almost all daily activities include some form of mathematical procedure, whether people are aware of it or not. Possessing a solid learning foundation for math is vital to ensure a lifelong understanding of math. This essay will discuss why it is crucial to develop in children the ability to tackle problems with initiative and confidence (Anghileri, 2006, p. 2) and why mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri).

Observations from Jose took place on his science and math classrooms respectively. At the beginning of the class, the teacher asked a question to the group, Jose quickly raised his hand to answer. He quietly remained at his desk while the teacher explained the lesson in detail to the whole class. During the rest of the period, he calmly remained at his desk and participated in the discussion at the proper time. The teacher showed a video to the class and asked some questions, most of the class tried to answer them, but Jose didn’t seem interested as he was with his head down on his arms. The next day during math period, students were working in small groups. Jose actively participated in the class discussion. He carefully reviewed his paperwork with his peers and asked a few questions to the teacher’s assistant. Jose followed the teacher commands until the class finished. During the interview process, Jose mentioned that his favorite subjects were reading and science, conversely the subject that gives him most trouble is English because kids in the class laugh at him. Jose thinks that learning is natural for him and he can complete assigned work, however, doesn’t feel being as smart as the other students. When with his friends, he likes to hang out, play games and soccer. About his other classmates, he stated not getting along with them because they are always pushing or tickling him. Jose reported having no problems with the teachers or at school in general. On weekends, he

Mathematics has always been a difficult subject for students. Many children have developed phobias and barriers towards mathematics, which prevail into adulthood, thus limiting their potential. This limitation implies problems of learning, resulting in the child a sense of inferiority.

A focus on academic vocabulary reveals that every teacher is in fact, a language teacher. Since all subjects use language, and are taught through language (Schleppegrell, 2012), respectable teachers will be knowledgeable about how language makes meaning in the subject area that he or she teaches. I had the privilege of talking and learning from two of my colleagues, Ms. Miller and Mr. Fox. I chose to speak with these two individuals particularly, because they have both taught math content either in the present or past; and they are both respectable educators that incorporate literacy into their teaching practices. Both individuals shared very pertinent methods as to how academic language can be supported in the math classroom.

Mathematics is a type of reasoning. Thinking mathematically includes thinking in a rational way, developing and checking conjectures, understanding things, and forming and validating judgments, reasoning, and conclusions. We show mathematical habits when we acknowledge and explain patterns, build physical and theoretical models of sensations, develop sign systems to assist us stand for, control, and review concepts, and create treatments to address issues (Battista, 1999).