Math Education Skills - Essay Example

First, have the students place each M&M into a line of 15. As they place each M&M down, have them count, “1… 2… 3…”, etc. Once they have counted to 15 and placed down each of the 15 M&M’s have them count the M&M’s again while pointing to each one to reiterate the notion that each one M&M they point to corresponds with one number they count.

The order irrelevance rule can be introduced by having children count the M&M’s from 1 to 15, going backward from right to left instead of the usual left to right. Although they are counting the M&M’s in a different order than before, they count the same way: “1… 2… 3…”, etc. To reiterate this rule, have students group the M&M’s by color. Have them start counting with the reds one time, have them start counting with blues the next time, and so forth. No matter what order they count the M&M’s, it’s always the same.

To understand the cardinality rule, students need to learn that by counting properly in order, the last number they count to represents the total number of things they just counted.  This can be accomplished by having students count the 15 M&M’s: “1… 2… 3…”, etc., and after they reach the final, 15th M&M, ask them how many M&M’s there are on their desk. The answer is the same as the last number they counted: 15. This process can be repeated by taking an M&M away each time so that there are totals of 14, 13, 12, and 11.

To assess students’ ability to count rationally, ask students to count with you to 15. Count slowly, so that everybody can stay at the same pace. For every couple of numbers, don’t say the next number; instead, cue the students to say the appropriate number. Repeat this process several times, leaving numbers out each time. Next, have students sit on the floor in a straight line, and stand up when pointed at. As you point to each kid they should say one number each, starting at 1 and ending at 15. When 15 people are standing, ask how many kids are standing: they should all say 15. If there are more than 15 kids in the class, have the next student start back at 1 and repeat the process. Next, have the kids mix up the order they are sitting in and have them repeat the process by starting to count from the other side of the room. They should count the same way, even though it’s in a different order.

If teaching students who are learning English as a second language, extra care needs to be given to these students. It is extra important for these students always to have a visual as they are counting.  They need to do more than just say the numbers in order; they need to see the numbers in order so they understand the words they are saying.  It may more repetitions with these students for them to remember how to say the numbers, and it is important to be patient with them.

Extra attention is also important in teaching students with learning exceptionalities. It is useful for some of these students to make the learning process as hands-on as possible. Using M&M’s to count is a good example, but they may still become distracted more easily than other students. If this is the case, ask them a relevant question whenever they get distracted, like “What is your favorite color M&M?”. Getting to think of something other than counting may provide a good break for them; once they tell you their favorite color, ask them to count the M&M’s that are that color. Count with them, count slowly and be very patient. It may be best to teach them the various rules of rational counting over several days so that they do not have to linger on the subject of counting for longer than they can concentrate on counting.