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ception class, reception teachers should be able to consider the information gained through assessment and observation and utilization of records passed on from playgroup and nurseries. The paper aims at investigating the approaches used to teach mathematics in the reception class.
Reception teachers should be able to identify the student’s needs especially the ones who need additional support. Reception teachers use a variety of activities to help teach mathematics. Children are made to observe pattern and numbers in the environment and daily routines. The children can also take part in board games and small constructions (Bruce and Martin, 2002). The use of finger games, songs and stories help the students to memorize mathematical numbers. Shopping and cooking, outdoor playing, imaginative play and two and three dimensional work activities help students understand mathematic concepts in the reception class.
Arguments have often ensued on various approach of teaching mathematics with respect to pedagogical debate targeting socio constructivism and behaviorism. Socio- constructivism is influenced by quasi empirical philosophies while behaviorism is influenced by foundationalist conception. Teaching mathematics to the reception class by utilizing rote learning is like directing an immutable body of knowledge and ideas to the students with an intention of making them understand without basing on reasoning. However, teaching mathematics in the reception class through application of the constructive approach makes mathematics a creative, cultural and creative activity and ensures learners are able to construct their own mathematical knowledge despite their different methodology (Guardiola et al, 2010). Relational understanding approach is applied in teaching mathematics in the reception class since it promotes understanding among the learners. Use of images such as the base ten apparatus and empty number line together with use of models in teaching mathematics in
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It is for this reason that education during the said years is crucial, sometimes even dictating the degree by which the student excels in later years of his/her life (Dewey 2000: 89). Therefore, educators must take care that the proper process of development is provided for the child, as well as the best environment for learning.
However, researches have clearly demonstrated that young children do have their own individuality-their own priorities, capabilities, competencies, interests, emotions, feelings and thoughts. One should bear in mind that children are thinking, feeling and living their lives in the same way as adults and therefore it is imperative those children’s voices are paid heed to and that their participation and involvement are ensured even at a younger age.
‘The essence of mathematics is not to make simple things complicated, but to make complicated things simple (S. Gudder, 2010).’ Mathematical thinking is an abstruse term which can be defined in a variety of ways, and broken down into several sections.
The children’s progress at schools and in the long run their future life chances are determined by the quality of provisions they get. For all children to benefit, the early year practitioners must be well qualified and have the relevant skills to work with other agencies so as to provide the best for the children.
The conclusion from this study states that cognitively, childcare centers should find it pragmatic to utilize all the aspects of the early learning year’s framework within a child’s development. This is essential as it ensures that children benefit maximally from their early learning experiences.
The dyslexic children usually demonstrate capabilities in some aspects of learning but may have some persistent difficulties that are not common even in the weak students in school. Dyslexic children may perform well but may fail to understand some important aspects in learning such as spelling and pronunciation.
?symptoms of clumsiness or poor motor coordination—used to describe a specific developmental disorder in childhood…in the absence of organic disorder.” In this condition, there is difficulty performing precise and intentional actions at cerebral level (Dixon & Addy, 2004).
As a doctor, she had to visit asylums and thus came in contact with retarded children. She was touched by their piteous condition and longed to help them. As she observed them, it became increasingly apparent to
The National curriculum reflects this fact by using the term ‘using and applying mathematics.’ Elsewhere problem-solving is viewed differently. Mathematical strategies and conceptual understandings are developed from the starting point of problem-solving contexts.
Through the use of code switching, children can traverse between home mathematics which is rather casual and the more formal mathematics they learn in school. Through this they get a deeper understanding of the
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