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The right side on the other hand processes holistic information: visual input, emotion, artistic & 3-D sense, imagination & creativity and music & rhythm (Sobanski, 2002, p.3). It is known that 75% of what we learn is from the sense of sight (Sobanski, 2002, p.2). Equivalent fractions taught with visual aids, combine image and logical reasoning to get both sides of the brain working at the same time. This facilitates effective learning. Jessika Sobanski (2002) tells us some tips on creating a whole brain learning environment:
Active-participant Learning. The class proper operates in a way that learning is active and is propelled by adult guidance and by social influences of group interaction and teamwork (Ben-Avie, Ensign, & Haynes, 2003). Active-participant Learning allows the thinking process to be made visible so teachers can intervene to improve faulty or ineffective patterns in a meaningful way. Ben-Avie et al. (2003) in their book, How Social and Emotional Development Add Up, conducted an evaluation of a certain urban school district. Their findings tell us that higher mean scores in mathematics concepts and application skills can be achieved by the following:
Employ the active participant model in the classrooms and engage students in intellectual discourse. Divide your class into groups. Have one group answer the questions on equivalent fractions thrown by the other group. Reverse roles after one round of questioning. Be attentive to their answers and questions. Intervene in a respectful way when mistakes occur.
Ask probing questions. You can ask your students “What makes equivalent fractions the same?” This can be an assignment they can ponder at home. (Answer: When you multiply or divide both the numerator and denominator by the same number, the fraction keeps its value.)
Personalized Mathematics Lessons. What is relevant is not just math that is connected to students’ lives, but math that
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This is achieved by the provision of approaches and strategies to the instruction standards in the fields of percentages, decimal, fraction and thinking proportionally. The organised activities by topic and activity talks about standards at the elementary level which helps to, at a greater level, enhance, introduce and reinforce the understanding of the learner’s conceptual ability in the covered curriculum.
In spite of this experience the teachers still hold high expectations on the children perform well in writing the music in sheet form (Lockhart 2). Lockhart goes on to cite the example of painting class for the 7tht grade students. They do not get to know how to paint practically but the teacher expects them to perform well in the theory part.
This perception remains dominant these days with increasing numbers of educational institutions including additional math assessments students have to pass to graduate.
Recently collected statistical data demonstrates that up to 20 percent of American students have some type of learning impairment though the actual figure is likely to be much higher if consider an unknown population of students with learning disorders whom have never been officially undiagnosed (LDA-CA, 2003).
Once students are able to commit these to memory, their ability to solve longer problems with ease becomes apparent, and students can easily undertake multiple step problems using all of these skills.
As a student progress through their elementary, middle school, and high school educational lives they should acquire and reach a certain number of these skill benchmarks.
s are diagnosed when a student has a disorder in one or more of the basic psychological process involved in understanding or using language, which may manifest itself in difficulties in reading, writing, listening or attempting mathematical problems. Consistent with the IDEA
Manipulatives can and should be used to introduce the concept of equivalent fractions. One such manipulative involves folding a rectangular piece of paper into three, equal squares. Have students shade in two
For example, a third grade student from a public school in Pennsylvania is expected to use whole number and fractions to represent quantities ( Pennsylvania Code 2.1). This is a good example of Content standards which are "broadly stated expectations of what
As few young ones are unable to grasp a certain concept or idea, therefore through other means, the concept can be embedded in their minds in a better way. Hence, they can have a long-term understanding of fractions.
In order to develop deep
ation such as a shop teller would need to have sound multiplication and division skills because their job requires them to give and receive the right amount of change.
2. The concept of negative numbers is harder to grasp because there cannot be anything less than nothing,
It is through the discipline that various disciplines like engineering, science as well as philosophy have thrived. It was earlier on known for simple calculations, counting, and measurements and studying of
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