Sorting Commercial Manipulates With Child 33: Video Analysis

Concepts Development - "Pointing to named body parts, name or identifying colors, rote counting, counting blocks, positioning blocks, and sorting shapes" (Gregory, 2013, p.263).

In terms of understanding of the world the children used their senses to investigate objects and materials by used. The children also constructed letters with an object and adapted their work where necessary.

A work tray will have been compiled of the necessary resources for the Numeracy task. A student may be working on shape/colour recognition; the resources may contain a tracing card with a square, a circle and a triangle; a pencil and paper. Then the student is asked to trace the shape which may require hand over hand support. Other resources will also be used but using a different approach such as solid shapes in various colours, the student will be shown a shape and asked “what is the shape?” or more simply “it’s a .....” leaving time for the student to respond and complete the sentence. They may be asked to “take the yellow circle” from a choice of two shapes. Progress is then recorded and will aid the teacher to plan for future lessons depending on the progress made or whether the task is achievable and needs adapting to best suit the ability of the

Jazmine was introduced to two digit addition. My first lesson focused on drawing tens and ones to solve two digit addition. This strategy would provide Jazmine with the visuals she needs to solve the problem. First, I did a quick review on how to draw tens and ones to represent a number. She was given three examples ranging from easy to hard. Jazmine showed no signs of difficulty and was able to complete the task. Then, I demonstrated how to use the drawings to add two digit numbers. I explained how she must draw the picture for each addend. Then, I explained that she must count the tens first and then the ones. She smiled and said “that's easy”. We went through a couple of problems together and Jazmine displayed that she understood the strategy of drawing tens and ones to solve two digit

Teachers play an important role in fostering mathematics skills. In the “play dough” (Appendix A) episode, the educators can push student thinking and place the burden of thought on the student. Strategic questioning can really promote higher order thinking a natural integration between math and play (National Council of Teachers of Mathematics [NCTM], 1999). Questions such as “How can you tell which one is the biggest/smallest? How do you put them in order? Teachers should be encouraged to think about, not only the questions they are asking as children are working but also the frame that sets students off to larger problem solving and mathematical discoveries – measure and compare the lengths and capacities (ACARA, 2016). It is important for teachers to think about the questions that are embedded in the task itself but must also analyse the questions to ensure that children are set on a path to deeper understanding of the concept being taught rather than rote regurgitation – as evident in the play dough experience chosen. When it comes to questioning, educators “need to know when to probe, when to wait for answers and when to reinforce responses and when not ta ask questions” (NCTM, 1999, p.187). As seen in the ‘play dough’ (Appendix A) activity chosen, educators can introduce the mathematical concept of measurement and connect new knowledge with old through the use of effective questioning which crates a “link between actions and the language” (Knaus, 2013,

First, the interviewer presented the problem as difficult when reading the problem. Once the child had solved, the interviewer immediately went to the 7 in the hundreds place and questioned what that number represented (i.e. identifying the place of error). The interviewer pushed the child to re-examine place value, and was able to get the child to realize it should be larger numbers that sum to 1000. However, when the child didn’t automatically try to fix the other numbers, the interview pushed the child to fix the other numbers by again prompting towards place value application. Once the child said ten-hundred, the interviewer pointed back to the previous thousand and questioned why they were different—then asked “Really?” when the child showed a

The activity I chose to do was to see if he could identify a set of flashcards that had colors and shapes on them. I wanted to see if the child could say both what the color was and also say the shape that was associated with the color. I was trying to test not only his language abilities, but his ability to differentiate between the color and the shape. When I tried to administer the activity he kind of just looked at me and continued to play with his toys or something else. I finally got him to actually engage in the activity afterwards, which was great, but he still wasn’t fully engaged with it. Tony Brown knew most of the colors and spoke them, but not completely clear. After a while I could eventually make out the word he was trying to say. He also knew the shapes, but when he saw a circle he said “ball”, or he just said the corresponding color instead of the shape. The thing that I saw was that he could distinguish the color purple very well and he said it very clearly and I thought that was interesting because it was his mother’s favorite color.

From the activity what was intended to occur was the children being able to identify physical attributes and from there be able to form sets. Some of the behaviors that I will observe that will indicate that children are learning will be as the children are able to identify things that are the same to form sets, furthermore as they perform forming sets aside from this activity. Some of the things that they will say will be things like “this is the same”, “this is different”, “this person has this, and this person doesn’t”, “this is a set”.

Explain: Today boys and girls we are going to measure different objects in our books using colored tiles on your desk. Lets look at the first page together.

She smiled and clapped and said, “Yay!” I sat down at an empty table and she took the seat directly to my right. Her other friends sat across from us and I gave one of the children my phone to videotape the observation. My first task was the bread experiment. I handed her a piece of bread a little larger than her hand, I asked her to pay attention to the weight, size, and appearance of the bread. She held the bread in her palm and looked at it, moving it closer to her face, then brought it away from herself, and lifted it up and down. I asked if she was good with her understanding of the bread, and she nodded, then I asked her to crumple the bread in her hands. She squeezed it with just her right hand, and then brought her left hand to push it back into her right. She altered it in between her hands until she was done and the bread was in a ball. A few crumbs fell from the bread throughout the process. I asked her if the bread was bigger or smaller than it was before and she responded yes, within less than a second of my answer. I said “okay”, and asked her if the bread weighs less or more than it did before and she responded yes. I asked why she thought it ways less and she said, “Because it’s all crumpled up and some of the crumbs fell.” I set the bread aside and moved to the next task, the water and liquid comparison. I took two of the same glasses, and filled them with the same amount of water, I ask the child if she thought the amount in each glass was the same and she nodded her head yes. I then poured the water of one glass into a taller, skinnier glass. I asked if the two glasses have the same amount or if one has less or more than the other. She pulled the two glasses closer and got eye level to the water line. She paused and looked at me and said, “The same”. I asked, “Why do they have the same?” the child answered, “ The same

Children may display these patterns in whichever toy or resource they use, they tend to learn best if they are interested in what they are playing with and how they play needs to make sense to them. Not all children are observed to be in a particular schema, some children display more than one schema at a time. There also maybe times when a child’s schema is visible and other times when it is not. The most common schemas which are observed in children are:

The students sang along, and some even dance along, while getting to their seats. They soon transitioned into their math lesson. Mrs. Lisa then used a headpiece microphone to speak, and the classroom projector to reflect the word problem on the white board. She soon distributed a mini cups full of m&m’s to each student, which were going to be used to practice word problems. To get the students attention, she either rang a bell or she said an attention getter. Both methods seemed to work very well. After a few problems, she allowed the students to have one m&m. I was really surprised that none of the student tried to eat the candy before the teacher allowed them. They waited until she announced that they could, and they would also eat the specific amount that she would say. After the lesson, the teacher distributed a math sheet that contained five math problems, where students were to work individually. After a few minutes of the students working silently, the teacher began walking around and checking each of their math sheets. As the students began to finish, they were told to get their iPads

In the experiment, when you call two objects by the same name, the child will try to identify the similarities between the two. Since the paired objects only shared similarity in terms of their shape, the child will understand that forks are “fork-shaped” throughout time. In the middle of the play session, the foreign object shown will reemphasize the point that it does not belong to the previous category because it does not share the same shape. These play sessions will help children focus on what they should pay attention to when they are learning the name of an

Isaac was able to agree on each task that initially all the quantities were the same, but was easily influenced once the pennies were moved, the water was placed into a different size glass and the clay was rolled into a different size shape. He thought the row of pennies that was spread out had more pennies, the glass that was taller had more water and the clay that was rolled out had more clay. When asked why he thought there was more, he used concrete physical descriptions about what he saw such as the glass was "taller" or of a different "size" and that the clay was "longer". This demonstrated Isaac's inability to conserve and that he is indeed in the preoperational stage, as Piaget suggests. When presented with the last task, Isaac first said he "didn't know" and then once the experimenter encouraged him

Visual discrimination – Match Apple (to make sure the child has visual discrimination for an Apple, if the child matches correctly a couple of times go to auditory discrimination i.e. show me apple)