The common Mathematics practices in preschool emphasised on rote counting to start off and moving to addition, subtraction, sharing and grouping which come under computation. There is also the use of language such as ‘more than’, ‘less than’, ‘one more’ and ‘one less’ to be consider in problem-solving.
Direct modelling using manipulative or drawing along with counting to represent the meaning of story problem is expected of the preschoolers. Most of the time, the teachers will demonstrate the solution and the children merely copy the steps usually without internalising the understanding and methods to the solution of the problems.
As cited in Van De Walle (2008), Research indicates that students using methods they understand make many fewer errors then when strategies are learned without understanding (Gravemeijer & van Galen, 2003; Kamii & Dominick, 1997).
Well, with this in mind, I may want to empower the children to invent their own strategies to addition, subtraction, problem solving and etc thereby providing them with opportunity to internalizing their understanding of number sense.
I would want to introduce using the ten-frame cards to help children extend the make 10 idea to larger numbers, as seen in p220. This can be done first with single digit numbers than moving on to double digit number.
The other would be the patterns on the hundreds chart (p200). This provides children with opportunities to see patterns in the chart. Taking into consideration that patterning is one of the big ideas in Mathematics teaching and learning.
No comments:
Post a Comment