Year 1 Math 3 Year 3 Essay

As a result of implementing any of the ten lesson plans, the students will learn about quantities and their relationships. Moreover, the students will use their curiosity to explore and learn about the world around them. For example, they can learn about how and why leaves change colors. As a result of developing and implementing this artifact, I learned that educators need to ask and respond questions to help foster students’ inquisitiveness and scientific thinking. I also learned that teaching mathematics can be done through interactive activities, and not through hand outs. To improve these lesson

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.

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.

Ollerton, M. (2010) ‘Using problem-solving approaches to learn mathematics’ in Thompson, I. (ed.) Issues in Teaching Numeracy in Primary Schools (2nd edn), Maidenhead, Open University Press

This October 2017, practicum observation at Sharpsville Elementary consisted of a third grade Math Assessment interview and observation. The third grade teacher works on formative and summative assessment in the math class. The teacher uses different ways to assess students in the classroom. In most cases, whether the child is above level or at the level where the child should be she has many options and strategies on how to solve mathematical problems as a whole-group or individually. This reflection will discuss the formative assessment, summative assessment, how students respond to the instruction, and a student interview observation..

On TC1MAT412 (teaching and learning mathematic 2 ) , for the second and final project we were require to design four lesson plan from one unit of a chosen cycle one math book , each member should work on one lesson , and design a lesson plan for it that contain instructional objectives ,strategies , activities ,assessment , and homework . And as a group we need to write introduction, conclusion, and reflection and design PowerPoint presentation for this project.

It is crucial to develop in children the ability to tackle problems with initiative and confidence…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, 2006, p.2).

I know that students learn best by hands on activities and creating. I choice to have the students use cheerios as part of the hands on activity and to create their own arrays, equations and story problems. They were free to pick numbers of their choosing with in my parameters of numbers. This supported the rigor because I asked them to create from scratch but also gave them to freedom to choose their own numbers and stories. As a teacher this was a great lesson to visually see who understand the standards and goals and who needs more practice. Most of the students who struggled with this lesson struggle with addition. I gathered the struggling student into a small group the following day to work on those skills. The learning outcome for this

This is across various sectors ranging from psychological, cross-cultural to educational investigations. In the process challenging the theories developed about how children learn and think in different mathematical domains (Mohyuddin and Khalil, 2016). Although research findings suggest that individual interventions targeting pupils’ difficulties in mathematics are effective, interventions may work better than these are targeting specific strengths and weaknesses ( Dowker and Sigley,2010). Errors and misconceptions can be corrected if teachers provide the correct alternatives to pupils. Counting sets the foundations of early algebra, therefore, it is important that pupils are provided with appropriate activities to support their learning (Earnshaw and Hansen, 2011). There is a range of resources available to support pupils counting needs, however, more needs to be done. Because while it is easy to diagnose learners’ difficulties, finding solutions for them is not that simple (Gillum, 2014). Research demonstrates that teaching pupils to avoid misconceptions is not helpful and could result in hidden misconceptions (Hansen, 2014). Instead of planning to avoid errors and misconceptions, teachers should carefully plan mathematical lessons that allow children be confronted with examples that challenge and encourage them to make connections between mathematical concepts and their own

Within this essay there will be a consideration to one key element in detail, with the intention of describing a successful mathematics lesson; with reference to relevant learning theory, prior attachment experience within early years and educational reporters.

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).

Multiplicative thinking, fractions and decimals are important aspects of mathematics required for a deep conceptual understanding. The following portfolio will discuss the key ideas of each and the strategies to enable positive teaching. It will highlight certain difficulties and misconceptions that children face and discuss resources and activities to help alleviate these. It will also acknowledge the connections between the areas of mathematics and discuss the need for succinct teaching instead of an isolated approach.

Every day, mathematics is used in our lives. From playing sports or games to cooking, these activities require the use of mathematical concepts. For young children, mathematical learning opportunities are all around them. Knaus (2013) states that ‘Young children are naturally curious and eager to learn about their surroundings and the world they live in’ (pg.1). Children, young and old, and even adults, learn when they explore, play and investigate. By being actively involved, engaging in activities that are rich, meaningful, self-directed and offer problem solving opportunities, children given the chance to make connections with their world experiences (Yelland, Butler & Diezmann, 1999). As an educator of young children,

This article described the how a group of educators came together to introduce problem solving to third-grade students throughout the year as a means to teach other concepts instead of just teaching this concept when it was reached in the textbook. The educators were in groups of three with a mathematical consultant. During the course of this project the educators met with the mathematical consultant every four weeks to discuss how students responses and their presentations. During these meeting the educators would often make adjustment to better fit the students. The article contained subsections about the special spark, the before, during, and after of the problem

Year One: Year one is critical to creating a chapter with long-term sustainability at Illinois State. During this time, we are building and developing the chapter by focusing on a strong sisterhood and its connection to the ISU campus and the Bloomington-Normal community. To do so, the New Chapter Support Team will work with the newly elected chapter officers to plan sisterhood events that promote unity and friendship. In addition to creating lasting bonds among members, the chapter will begin creating partnerships on campus and in the community. Kappa proposes the implementation of Panhellenic mentors. Panhellenic leaders would serve