Dear Dr Yeap,
Tuesday, September 28, 2010
Having personally going through such an exciting learning experience during this module, it affirms my belief that children learns through play. As compared to a traditional classroom setting of learning Mathematics, children will definitely benefit much more when they are learning in a playful and relaxing environment.
Saturday, September 25, 2010
As the discussion proceeds, we had the privilege to listen and understand how each of us feels towards different subject or topic. Another added advantage for me, was it provided me with a better insight of other possible ways to solve a sum, how I can help children to not only solve Mathematical sums but to apply to situations in their daily life.
Monday, September 20, 2010
According to the NCTM standard, “Number sense develops as students understand the size of numbers, develop multiple ways of thinking about and representing numbers, use numbers as referents, and develop accurate perceptions about the effects of operations on numbers” (p.80).
Personally, number sense is not a skill to be taught within a few days. Number sense is a skill that we picked up over time, determined by our individual learning process and understanding. As children’s number sense develop, they will be able to come out with more methods to problem solve. Being unique and different, children will use various strategy to problem solves and it is this learning process which makes solving mathematics exciting and meaningful.
2) Relationship of more, less and same
3) Rote counting (counting forward and reverse counting)
Some not common practices include:
1) Using calculators to do doubles and near doubles.
2) Anchoring Numbers to 5 and 10
I noticed that in most preschools, mathematics appears to be a neglected subject as not enough time is given to the children to explore and learn. Teachers often find that they are lack of sufficient time for proper teaching and as such, a “touch and go” attitude develops. The group size of the class poses another problem for teachers too. Teachers might find it difficult to ensure all the children understand the topic totally.
Friday, September 17, 2010
Wednesday, September 15, 2010
Today’s session was on Place Value. We were asked by Dr Yeap this question: “If you are asked to teach children on Place Value, how would you sequence the five learning tasks mention below? Which order would you teach first using concrete materials and why?” Well this is my take on the above question.
Personally, I will put the sequence as below:
Step 1: Number in Numerals (34)
Step 2: Tens and Ones notation
I will next teach children the tens and ones notation using ice-cream sticks again. I will paint to represent 3 sticks in one color to indicate the value ten and 4 sticks in another color to represent the value one.
Next, I will introduce the place value chart to the children. I will explain to the children
Step 4: Expanded Notation
together, the new value is now 34.
Step 5: Number in Words
By then, the children would have familiarized themselves with place value and word numbers. The final step would be to teach them numbers in the form of words. Children would find this step a little harder to conserve as it involves spelling and learning to read these words. And even after that, the children still need to relate the number figures with the words accordingly, therefore this process might take a little longer to master.
Wednesday, September 8, 2010
Hmm…What goes through your mind when you hear these words?
Michelle and I are seen here trying to measure the length of the wall with our arms.
Child A: How many children are needed to go round this huge ring?
Child B: Maybe 11?
Child A: This bench has nice pattern
Child B: And it is 9 adult hand spans long