According to Training and Development Agency (2009), promoting an excellent learning atmosphere for children where they get to gain a good mathematical understanding and attain higher order thinking skills a teacher ought to employ various techniques in teaching in accordance with to the Qualified Teacher Status (QTS) standards which are very valued in the United Kingdom and especially in England they are compulsory.
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The teaching issues should be talked about broadly and deeply in theory for achievement of greater understanding of subject matter either by the teacher or a pupil.
For clear understanding of subject matter in such a subject like mathematics especially for children, teachers require to fuse theoretical and practical aspect in their work. This enables breaking down of complex ideas and concepts which become easy and logical in developing the understanding of learners and their acquisition of learning skills. In theoretical expression of a mathematical lesson a teacher ought to be keen in his confidence when answering learners questions and when dealing with their misconceptions, The National Strategies, (2010).
On the other hand a teacher should employ various creative methods to intervene during a lesson in a discursive manner to come up with an effective learning environment depending with the curricula that are applied and the ability of the learners, Bronwyn (2003). In primary schools the theoretical expression of mathematical subject content should be simplified according to the age of the learners, this means that the teacher has to be sensitive to the age of the learners and curricula requirements in order to achieve good end results. Since the curricula in primary school is broad the teacher need to be well informed with all subjects to be able to express theory in mathematics explicitly to the learners. This enable the learners develop literature skills which are also very significant in understanding and expressing mathematics.
Primary school teachers have to consider the factors of age and curricula requirements prior to their planning of lessons and in their plan ensure the learners and his or her colleagues understand the content of the plan. They should also make plans to involve learners with an out of class lesions and home work which give the leaner an opportunity to share with other for example parents, siblings or other pupils which is a good support in enhancing mathematical understanding and development of greater leaning skills Ernest, (1987).
In meeting their objectives teachers should employ strategies that conform to the curricula provided by the education authorities as well as the age and abilities of learners. This can be achieved by analyzing the diversity of the learners abilities and their age hence coming up with a design that will enable them overcome any barrier that my hinder their understanding and development in skills. Lieberman, (2004)
On the other hand teachers should employ creative approaches in teaching mathematics for example teacher can put a challenge to the learners that will make them need to talk about the subject manner hence creating a greater contemplation of many students at all levels of ability. Ernest (1988)
Teachers need to fuse theory and practice in teaching mathematics thus they should converse with all subjects to effectively deliver. In primary school teaching the age factor and variance in abilities is sensitive and
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However, it is apparent when these things involve limits or infinite sets where, definitely, no straight experience can be existent with the inestimable itself. Mathematics, by nature is in cooperation an untainted and abstract escapade of the psyche and a practically implemented science.
As each day goes by, we do mathematics both consciously and unconsciously. Right from cockcrow to sunset, one is likely to read the time, adjust the clock, but an item, sort out objects, transact business, read the calendar, write a date, check the speedometer, change TV channel and so several other activities that involve mathematics both directly and indirectly.
If students in mathematics classes are to learn mathematics with understanding--a goal that is accepted by almost everyone in the current debate over the role of computational skills in mathematics classrooms--then it is important to examine examples of teaching for understanding and to analyze the roles of the teacher and the knowledge that underlies the teacher's enactments of those roles.' (Liping, 1999)
Ginsburg, and Carole Greenes has a central value. It is specifically because the authors throughout the article deal with research based principles for the design of an effective program for the teaching of Mathematics to little kids. There is immense value to the content of the article as it summarizes the results of the four year long researches on developingthe'BigMathforLittle Kids' pre-kindergarten and kindergarten mathematics program.
In this paper, I have tried to incorporate this very philosophy in presenting a sample lesson on integration through a diverse range of questions, all aimed at keeping the students involved, and to develop their own innovative ideas.
But how children these children learn to do this
At an early age of 3 to 4 years old are beginning to learn these counting principles. Even though children's are at this stage often makes error but they often detect another person's counting errors. In one to one correspondence principle a child were able to catch counting violations, when using blocks for counting and skipped one of the objects or counted one of the objects twice, most children said counting was wrong.
This research will begin with the statement that decimals have a significant role in interpretation of ration numbers. Conversely, they are considered as important sources of learning complexity in children. Many children face difficulties in ordering decimals, scale reading and operating with decimals.