Download Mathematics For Primary Teachers by Valsa Koshy, Ron Casey, Paul Ernest PDF

By Valsa Koshy, Ron Casey, Paul Ernest

This e-book combines obtainable factors of mathematical thoughts with sensible suggestion on potent methods of educating the topic. part A presents a framework of fine perform. part B goals to aid and increase lecturers topic wisdom in mathematical themes past what's taught to fundamental youngsters. each one bankruptcy additionally highlights educating concerns and offers examples of initiatives suitable to the study room. part C is a suite of papers from tutors from 4 universities focused round the subject of powerful educating and caliber of studying in this an important time for arithmetic schooling.

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Example text

Do they use their fingers to count? Do they count in their heads? Do they ‘just know’ immediately by observing? How large a group of objects can they spot immediately, without consciously doing anything?  The third is the use of number symbols. The cardinal aspect of a number is used to describe the number in a set: 10 beads in the set. The ordinal aspect of a number refers to a number in relation to its position in the set: colour the fifth bead red.  It is also sometimes used as a label: A9 or B9 (as a road).

Most schools have these materials; their effective use will depend on the way children are encouraged to study how their structure relates to the way numbers are constructed. Base 10 materials can also be used to demonstrate number operations which are dealt with later.  An example is given below. Try playing this game with up to 4 players. You need a few sets of shuffled 0–9 cards, placed face down and a place value board for each player.  Change the criteria as often as you wish and include a new criterion ‘nearest’ to a number, say 450.

The results of this experiment should illustrate an important and very useful principle in learning mathematics. The best way of doing something depends on the context and on the individual, but children need to be shown and taught a range of strategies for doing mathematics so that they can choose the most efficient strategy. For example, a child who decides to count 50 objects in ‘ones’ can be shown that counting in groups is a more effective way of counting.  For example, to add 35+36, you may use ‘double 35+1=71’ or you may choose a ‘standard’ algorithm, for example one you have learnt at school­writing the two numbers vertically as a sum to add them.

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