25 September 2013 (Wednesday)
My mind has not been trained to be stretched in that way……….a brain which I would describe as long being “stagnant” for any kind of numeracy work.
A negative habitual tendency resurfaced as I begun to shut off to yet another problem solving experience today. I waited for answers to be provided. I looked around the classroom and my classmates were busily engaged in problem solving. I recollected myself and continued to confront the challenge ahead. In my mind, I saw a child…. just like me….got stuck….still trying to work hard but not knowing how to proceed. What was that stumbling block?
3 different types of Mathematics:
Dr Yeap shares that children habitually copy steps demonstrated by their teacher at the level of procedural understanding and not gain a conceptual understanding when they learnt Mathematics. When teaching, teachers need to be aware of the 3 different types of Mathematics:
1. Conceptual (e.g. understanding cardinality).
2. Procedural (able to do something in steps to show the working of a sum for
example, as in a division sum)
3. Conventional (e.g. if a we don’t rote count in Thai, it is not an issue about our
cognition development because Thai is a foreign language to us).
How should a teacher teach Math?
Understand and follow what theories say – do not skip steps when teaching children.
What does theory say?
– Help young children input knowledge through songs, music and movement, etc.
– Counting is nothing innate about it. It’s about interacting with the society-
interacting with supportive peers and adults.
– Allow children’s constant practice by allowing them to interact with their
environment to make sense and meaning to what they learn to help build a
strong foundation for future higher learning.
– Provide children with manipulatives.
HOW TO APPLY IT!
Here is a video to demonstrate it.