By Sandra L. Atkins
What meanings do your scholars have for key arithmetic recommendations? What meanings do you would like them to have? Creating a Language-Rich Math Class deals sensible ways for constructing conceptual understandings via connecting concrete, pictorial, verbal, and symbolic representations. the point of interest is on making arithmetic memorable rather than on memorizing.
You’ll examine options for introducing scholars to math language that provides intending to the phrases and emblems they use daily; for construction flexibility and precision in scholars’ use of math language; and for structuring actions to cause them to extra language-rich.
- Detailed instructions for pattern video games and actions for fast lecture room use;
- Investigations to aim and Questions for mirrored image to aid in imposing those rules into your practice;
- Graphic organizer for supporting scholars first comprehend, remedy, and protect their ideas to notice problems;
- Blackline masters of video game playing cards and puzzles (also on hand at http://www.routledge.com/books/details/9781138916296/)
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Extra info for Creating a language-rich math class: strategies and activities for building conceptual understanding
I can think of five as two put together with three. So, 8 + 5 = 8 + (2 + 3) Instead of associating the two with the three, we will associate it with the eight. 8 + 5 = 8 + (2 + 3) = (8 + 2) + 3 so, 8 + 5 = 10 + 3. Pictorially, is the same as We fill the first frame with two from the second frame. Again, if I’m using these as tenths frames I’ve shown, eight-tenths and five-tenths is the same as one and three-tenths. 8 + 5 = 1 + 3 Phase 2: Making Ten with Ten Frames—Building Addition Conceptual Language Materials: Ten-frame dominoes (remove any dominoes with a blank frame on a side) Players: Small groups of three or four 1.
L. (2002). It’s not just notation: Valuing children’s representations. Teaching Children Mathematics, 9(4), 196–201. This page intentionally left blank 5 Purposefully Choose and Use Materials Have you ever taught a unit using manipulative materials or games that you thought were great, but later you learned that the students didn’t quite understand what you had hoped? Or when the students were asked questions on a test or after some time had passed they didn’t do well? Were you thinking, “We spent so much time on this.
If the solution is incorrect, hands shoot up. Other students want to share and defend the “correct” solution. We can change this dynamic by saying, “Don’t tell me what you think the answer is. ” When you first 34 ◆ Creating a Language-Rich Math Class try this don’t be surprised by looks of shock and confusion . . and hands going down. You’ve just caused them to think quite differently. They have to critique the reasoning of others and think of a question that will help their peers reconsider their thinking.
Creating a language-rich math class: strategies and activities for building conceptual understanding by Sandra L. Atkins
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