Wednesday, September 29, 2010

One better than NONE! :)

Hi Dr Yeap,

I have only one cookie :), one better than none....


Monday, September 27, 2010

Blog (H)-most significant impact this course has on your work as an early childhood educator

Being in this module as been a very different experience. In this class, i was "forced" to work my brains as the lecturer did not simply provide answers for us but we had to figure out the problems and rationalize everything that we were doing. At the end of the night, i found myself exhausted from all the thinking :)

As teachers, i speak for myself, i tend to give out answers to the children quickly (either due to time constrain or in frustration). But i have learnt first hand how effective it has proven if we were given the time to solve problem. By doing so, the children will understand the concept behind the problem.

When it comes to teaching Maths teachers fail to look at the task analysis of a child. We simply do lesson plans according to the school's curriculum needs. But it is very important to look into the 1.teach content 2. skills 3. process before we proceed on with any lesson plan. As teachers because of time constrain of time, we give out answers to children too fast. But it is very important to give children the opportunity to figure out the problem.

As teacher, we need to give precise information on how parents can help their children in their studies.

As teacher, we need to REMEMBER: Don't explain, coach them and then saw them. Provide them as many opportunities as possible.

Blog (G)- Geometric Thinking

As i was being introduced to this topic, i said to myself "OMG, i have forgotten all my geometry!" But as the lecturer allowed us to figure out the problem to finding the interior angle in a pentagon, my memory was refreshed and i was slowly able to figure out the equation. It was interesting to see how my classmates tried to figure and solve the sums. It reminded me of my children in the classroom, all trying their luck to get the special "cookie" :)

A pentagon has 5 sides, and can be made from three triangles, so you know what ...
... its internal angles add up to 3 × 180° = 540°
And if it is a regular pentagon (all angles the same), then each angle is 540° / 5 = 108°
(Exercise: make sure each triangle here adds up to 180°, and check that the pentagon's internal angles add up to 540°)

Blog (F)- Whole Numbers

Traditional Algorithms
Once students have developed one or more invented methods for the operation, the traditional algorithm can be discussed and in a much more meaningful manner than had the invention period never taken place. Before developing the algorithmic method, the teacher should begin with models only (do approach) and anticipate any difficulties that may arise in the development of the written record. Although it is common to teach a single algorithmic process, it is important to recognize that more than one algorithmic method is available for each of the operations.

The traditional algorithms for addition and subtraction require an understanding of trading (formerly called carrying, borrowing, or regrouping).

Computational strategies for multiplication are considerably more complex than for addition and subtraction. The student will need experience breaking down numbers in flexible ways since the focus moves away from focusing on numbers to thinking of digits. The division algorithm often thought of as the most onerous of the computational operations, can be considerably easier than the multiplication algorithm. Division is the one algorithm that starts on the left and moves to the right, common in most invented strategies.

Mention one thing that the book suggests and are already in practice in pre-schools. 
Like the book mentions, in most preschools we teach the children early counting, including addtion and subtraction,  numeral writing and recognition, counting forward and backward, concept of more/less and same. Most of these topics are taught in preparation for the children's primary school education. 

Mention one thing that the book suggests but is not a common practice in pre-school.
The book talks all about taking the children from one step to another to gain higher learning but sadly to say due to limited time, we tend to rush through the lessons and depend alot on worksheets. Sometimes, i would think to myself and wonder if the children even understand the concept that i have just taught them. But it's something for me to think about and plan my time table in a manner that i have ample time with the children. 

Blog (E)- Technology

"Technology is an essential tool for learning mathematics in the 21st century, and all school must ensure that all their students have access to technology. Effective teachers maximize the potential of technology to develops understanding, stimulate their interest and increase their proficiency in mathematics. When technology is used , it can provide access to mathematics for all students." - NCTM (March 2008)

Technology is one of the 6 principles in the Principles and standards documents, an emphasis reinforced by the aforementioned position statement to make clear the NTCM regards technology as an essential tool for both learning and teaching mathematics. Technology should be seen as an integral part of your instructional arsenal for tools for learning. It can enlarge the scope of the content students learn and it can broaden the range of problems that students are able to tackle. 

Of the suggested websites i like the Pick's theorem very much.

It was very fun and interesting to figure out the equation as a class!

Let P be a lattice polygon. Assume there are I(P) lattice points in the interior of P, and B(P) lattice points on its boundary. Let A(P) denote the area of P. Then
A(P) = I(P) + B(P)/2 - 1

Blog (D) Place Value

We were asked to sequence the five learning tasks mentioned below for place value 34. As a teacher i would choose this sequence with my students after they have been introduced to 3 tens and 4 ones using the bundles of sticks :

1. Numbers in Tens and Ones
According to Bruner’s approach, children will need the concrete experiences where they are given the sticks to bundle into tens and ones.

2. Place Value Chart

When children learn about place value, it can lead to an "aha!" moment when they realise that they don't have to memorize sums for all the numbers they can think of...once they know that 30 + 4 = 34

3. Expanded Notation
This would clearly show the children the symbolism of of 3 tens and 4 ones.

4. Numerals
From this they would be able to see the numeral representation

5. Number words
Finally its shown as a number word

Thursday, September 23, 2010

Blog (C) Problem Solving

Problem solving is a mental process and is part of the larger problem process that includes problem finding and problem shaping. Considered the most complex of all intellectualfunctions, problem solving has been defined as higher-order cognitive process that requires the modulation and control of more routine or fundamental skills.

As i was unable to class on this particular day, i enquired Vasanthi's group on the task that they did. They selected the Bras Basah MRT environment. They also created a web that contained  different learning concepts with objectives that can be introduced to  the six years old . The concepts are measurement, time, money, mapping, sequencing and others. All these concepts are related to their  daily life experiences and they will be able to apply the  various  strategies with familiarity to model and represent their problem solving skills in many ways.

Personally, i  think the topic that they choose is very ideal for children as they will be able to relate to the topic. Most children in Singapore would have taken an MRT and would be able to relate to the topic very well. As mentioned this topic would also cover areas like time, money, measurement etc.