One better than NONE! :)

Hi Dr Yeap,

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

THANK YOU!!

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.

http://www.cut-the-knot.org/ctk/Pick.shtml

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

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. 

Blog (A) Pre Course Reading of Chapter 1 & 2

Chapter 1

Principles and standards for School Mathematics (2000) is designed to provide guidance for teacher and other leaders in pre-12 mathematics education. One of the most important features of the principles and standards for school mathematics is the articulation of 6 principle fundamentals to high quality mathematics education.

Equity - High expectation for all students.

* Curriculum - Students must be helped to see that mathematics is an integrated whole, not a collection of isolated bits and pieces.

* Teaching - "Teachers" action are what encourages students to think, question, solve problems, and discuss their ideas, strategies and solutions

* Learning - Students must learn with understanding

* Assessment - Assessment must be done to students to guide and enhance their learning.

* Technology - This is essential n teaching and learning mathematics, its influences the mathematics that is taught and enhances student's learning.

Content standards includes Problem solving, Reasoning and Proof, Communication, Connection and Representation. 




Reflecting... on Chapter 1.... 

"Being a teacher is the most important job on the planet, and mathematics opens doors to all kinds of options for students" -Cathy Seelay (NCTM Past-President). Like the quote states, Mathematics opens doors to all kinds of options for students. We as teachers need to have profound, flexible and adaptive knowledge of mathematics content as to enhance students' learning.

Chapter 2 

Doing mathematics means generating strategies for solving problems, applying those approaches, seeing if they lead to solutions and checking to see if your answers make sense.

Features of a productive classroom includes:

1.         



Ideas are the currency of the classroom




2.         





Students have autonomy with respect to the methods used to solve problems.




3.         





The classroom culture exhibits an appreciation for mistakes as opportunities to learn.




4.         



The authority for reasonability and correctness in the logic and structure of the subject, rather than in the social statues of the participants. 



Reflecting.... on Chapter 2... As teacher it is very important how we set up our classroom to encourage math learning. The games in the class should be interactive and fun for the children to learn. This not only benefit the children but it eases the teacher's load of 'having' to teach as the children are discovering math and learning math through these interactive games.

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.teah 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 (B) Reflection of my first class

It was very interesting to come to this modules. It was almost a love hate feeling. I'm not very keen in Maths but at the same time would like to learn more to teach the children. Growing up, Math was taught to me in a dry manner thus I do not fancy Math subject very much. But being a preschool teacher, i know the importance of teaching Math to children in a efficient manner. Thus, through this module i hope to gain more knowledge about Math and rekindle my love for MATHS! 


It was very interesting to learn about the MOE maths framework as i was unaware of it. It is important for us teachers to understand the framework that the MOE has set up for us. This helps us to direct out teaching. 

The Ministry of Education of Singapore defines the Math Framework for Primary School Curricululm as following :

1. Mathematics is an excellent vehicle for the development and improvement of a person's intellectual, competence in logical reasoning, spatial visualization, analysis & abstract thought.

2. Students develop numercy, reasoning, thinking skill, and problem solving skills through the learning and application of Mathematics.

3. Math is also a subject of enjoyment & excitement which offers students opportunities for creative work and moment of enlightment & joy.

Overall the class today was very interesting and most definitely NOT dry. It was fun and strangely i am looking forward to the next class :)