Learning Resources in Mathematics Study - Essay Example

Learning Resources in Mathematics Study College Affiliation Student’s Name Executive Summary Most people view teaching as a small act. However, the whole process of teaching is complex and nerve wrecking especially when one fails to understand the dynamics to apply based on the target audience. Characteristically, methods, resources, an well as, terminologies and structural models become components of a good guide for student enlightenment. In the case to follow, students incorporate their senses in all the steps to bring out well-refined students. The aspect of educating children in mathematics spans from, the simplistic notion of making them aware of their mathematical world, to a more huge and eerie world of understanding the components of their lives. In that respect, employment of best resources in creating a conducive learning environment should speak volumes into having the self-aware class of students. Introduction Many learning resources exist. However, how to apply each of the learning resources bases itself on the target audience. For instance, playful modes become useful in cases of students who are less grown, while, the serious ones apply categorically for older students. That being the case; the choice for learning resources should spark from the ages of the children in the class. Age Category My category of choice comprises of the children, from the birth of age to the foundation ages. Notably, the named category requires a teacher who can visually engage the students, make the whole learning experience practical, and, in addition, patience in delivery (Berry, 20099). In my stead, I will opt for this modality of training since I will be the first to impart the knowledge to them. Sometimes, it may appear hard, however, only a patient person will be able to deal with children of this age. Three Areas of Mathematical Thinking Selected There are many areas of mathematical thinking in existence. However, age still dictates what goes to toddlers, and what goes to mature people. In the case to toddlers, basic counting, measuring, and designs are important (Berry, pp. 308, 2009). In that respect; these categories are the ones that will be extensively covered since they shape the child’s understanding of mathematics, especially, in the foundation levels. Learning Resources Employed For each mathematical thinking category, there are learning resources that make a jigsaw fit with one, and come out inappropriately with the others (Ragno, 1999). For instance, use of video and cartoon characters in the category charged with designing. The reason behind non-video use is that; students will be required to be directly involved in the creation of designs. The assumption is not that videos are inappropriate, but that they can work better in another category. Thus, in measurements, children will be required to come with materials that they will make, the addition will have them bring sticks and batons to do the addition and subtraction, while designs will have them come with boxes, while ceramic and clay will form a pertinent component of the design making tools. The resources use will be video and power point presentation for the additions and subtractions, practically creating designs for the designs paralleled with pictograms, as well as, field activities for the measuring class (Berry, pp. 315, 2009). Video and Power Point Presentation The process of adding and subtracting is simple to a mature person but may become extremely hard for a person aged two years. In a way, they may place one stick on a place followed up by another, only not to be able to tell that there are two sticks. This makes teaching them basic numeracy techniques important. From the onset, children should be able to add and subtract albeit using non-academic materials. Video and power point presentations are ideal in the scope explained above. In this case; use of pictorial representations will be pivotal since at the age, children will understand pictures more than words (Berry, pp. 310, 2009). Talking of pictures, it won’t be possible to just look at the pictures and leave them ate that. That being the case; the pictures will certainly be accompanied by figurative representations such as one, two, or three in their figurative form (Ragno, 1999). The accompaniment will be instrumental in helping the children attribute the number of strokes to the figures accompanying them. In a way; the two figures, which will be the number of strokes and the number representative of the count of the stroke will be having a higher probability of remembrance than if it was introduced latter after the exercise. Video teaching and power point are important learning tools. For instance, people tend to remember photographical information compared to not-photographic information. The choice of the learning resource hence is ideal, and in respect to the audience, even better. The reason for the assertion is that children will hardly master words. Thus, in comparison to wordy information, pictographic information becomes better, and more likely to be enshrined in their memories for longer. In that respect, video representation will mean that the students will appreciate the aesthetic value of videos, which, in return, will only work in making them eager to learn all the more. Concisely, in their age, children will tend to be more responsive to photographs and direct involvement than things that do not show a component of their day to day life. In this case; using cartoon characters in representing the people doing the calculation and making them identify with each will only mean that they learn more than when they are all made to listen to a teacher explain things they have never seen or heard as he or she scribbles some intelligible things to the students on the board. That said, the children certainly remain with pictographic information encoded in their minds unlike the use of writings. In relation to this, some students can control the video playing device, as well as, help in the slide shows. The hands on experience enable them to keep tabs with technological advancements, notably, those used in presentation of academic materials. Field Activities Field activities enable the children to have fun as they normally play in most instances. In that case; children will be required to bring materials that they would like to measure, which include shoe laces, arm length, distance around a tree, and other simple but fun activities. The activities indicated revolve around teaching children who can walk, especially those able to join the foundation classes (Mason, pp. 6, 2012) . The measuring tools include rulers, calibrated pieces of sticks, tape measure, as well as, use of other tapes with an already determined length. The children will be required to measure, and note down the measure of the lengths, widths, as well as, the heights of the materials used. Notably, presenting the whole scenario first before the children can do it for themselves since they end up understanding what is happening. From there, the children can pick it up, measuring everything that they can lay their hands on including personal things. The use of personal things helps the children to be involved. In a way, the involvement raises the interests of the children, which, in return, makes them keen on learning what is happening. Children involvement in activities helps them internalize the happenings around their environment. Just like photographic information, children involvement enables them retain memories of the materials in question. In that relation, children will be more likely to remember the field activities than class activities. In a way, even the docile ones can be grouped together and the expectations of the tutor made known to them. That being the case; they will at least work to produce results. There, the teacher can pin-point the ones with unnoticed yet untapped talents and work in making them prominent. It is only through children involvement do children get confidence, self-esteem, and in return, work as the already confident ones. Practically Designing and Modelling Shapes These activities can occur in the class, as well as, on the field. However, the main objective is not focused on where it happens, but what happens when the activities take place. The activities involved are modelling of shapes that are specific for their schooling. In most instances, these children grow to still find the same shapes applied in their physics and mathematics classes afterwards. A good grasp of the shapes, thus, can only work into making them self-aware, and able to apply the same shapes in their daily learning techniques. Various shapes provided to the children include rectangles, triangles, and squares. In their designing, the tutor goes through the whole process touching on the most important aspects of learning. For example; the tutor may develop a certain model and then cut across the model to show the children the resultant shape. From there, the students pick up the process, making as many shapes as they can. For instance, making rectangles, and slicing through the shapes can help in making the students capable of understanding what half shapes are when presented to them in a class situation (Mason, pp. 6, 2012). Totally, the act enables them, even in the latter years, to apply the same when they see these myriad shapes in their mathematics, as well as, physics and latter, engineering, and related courses. Modeling in shape designing enables students obtains the accomplishment that follows doing something on one’s own self. In respect to the feeling, children are likely to generate these images even in their spare time at home. As long as they can find clay and plasticine, they can employ their modelling skills at home. Assignments on designing will help them keep tabs with what took place in the class episode. The whole process enables students internalize the shapes, and keep them in mind. Using the resource used on making them learn measurements, they can then measure the shapes that they make which makes them internalize the two even further. Conclusion The choice of the learning resource matters in making children know and internalize whatever that they learn (Mason, pp. 7, 2012). In that respect; choosing interactive resources, as well as, making them aware of the situation is important. In the case of measurement, video, and designing, the materials used are environmental friendly; power point enhances their I.T skills, while field activities enable them to interact. Bibliography Berry, A. (2009). Professional self-understanding as expertise in teaching about teaching. Teachers and Teaching, 15(2), 305-318. Ragno, M. B. (1999). Resources for Action Learning. Advances in Developing Human Resources, 1(2), 114-116. Mason, R. W.(2012). Winning the Future for Mathematics Teaching and Learning. Teaching Children Mathematics, 19(1), 5-7. Read More