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Part A Diagnostic Essay

1329 Words6 Pages

Introduction
Place value is one of the cornerstones of our number system. Therefore, developing a robust, conceptual understanding of this topic is vital. If this is not achieved and if focus is placed on short-term performance or procedural knowledge, progress in mathematics is likely to be delayed (Department of Education WA, 2013a). Green (2014) upholds this belief as she describes seeing maths as more than just a list of rules to be memorised. Instead, mathematics should allow children to make sense of the world around them.

Part A
Diagnostic Assessment
Diagnostic assessment is designed to determine students’ existing knowledge about a topic or concept. This is important because students’ prior knowledge should be recognised and utilised …show more content…

Instead students must construct their own mathematical knowledge, in there own way and at their own pace. The First Steps in Mathematics resources upholds the belief that learning is done “by the learner rather than to the learner” (Department of Education WA, 2013a). This means that children should be given the opportunity to utilise hands-on materials to make sense of the information they are being exposed to. For example, MABs and bundling sticks can be utilised to teach a variety of concepts. This equipment can be used to build numbers from 10 to 100 and beyond. The numbers created can then be written on place value charts. This assists children to makes sense of the ten group and understand how it can be displayed in different entities, such as, a ‘ten group’ or ‘ten …show more content…

The use of materials turns abstract mathematical ideas into concrete, real-world situations. Manipulatives can be utilised to introduce concepts, pose problems and uncover solutions (Burns, n.d.). For example, bundling sticks, MABs and ten frames can be used to show how zero acts as a place holder; number expanders can be used to teach the columns of place value; Unifix is very helpful when teaching part-part-whole relationships; and lastly, dot cards and counters can be used to teach counting and

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They no longer need to see each group beginning build through a picture. They will be able to understand the relationship between number, and regroup when needed. Student are able to work problem through by recognizing pattern within the factors

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-Students will use what they know about about place value to interpret and compare two numbers. Students will then compare numbers by starting with the greatest place value. They will then examine the equality and inequality symbols used to write number sentences. -Students will evaluate the number of hundreds, tens, and ones and complete number sentences comparing two numbers with the same hundreds digits. -Students will evaluate the number of hundreds, tens, and ones and complete number sentences comparing two numbers.

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Diagnostic Essay Prompt In an article called “Upstream, Downstream” written by Jenna Craig, she expresses concerns over the amount of water that Texas currently has and how it should be distributed. “Since 2007, Texas has been experiencing one of the worst droughts in history,” since that drought happened the amount of water in Texas has greatly been diminished and it has affected many farmers, citizens, fisherman, etc. Since the water was so scarce during the dry times the Lower Colorado River Authority (LCRA) is allowed to distribute water from agricultural to the environment. The drought has continued since then and Karen Bondy, senior vice president for water resources at (LCRA), states that, “Central Texas is now in the seventh year

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Often enough teachers come into the education field not knowing that what they teach will affect the students in the future. This article is about how these thirteen rules are taught as ‘tricks’ to make math easier for the students in elementary school. What teachers do not remember is these the ‘tricks’ will soon confuse the students as they expand their knowledge. These ‘tricks’ confuse the students because they expire without the students knowing. Not only does the article informs about the rules that expire, but also the mathematical language that soon expire.

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Ofsted’s 2012 report ‘Made to Measure’ states that even though manipulatives are being utilized in schools, they aren’t being used as effectively as they should be in order to support the teaching and learning of mathematical concepts. Black, J (2013) suggests this is because manipulatives are being applied to certain concepts of mathematics which teachers believe best aid in the understanding of a concept. Therefore, students may not be able to make sense of the manipulatives according to their own understanding of the relation between the manipulative and concept. Whilst both Black, J (2013) and Drews, D (2007) support the contention that student’s need to understand the connections between the practical apparatus and the concept, Drews,

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‘Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces and measures.’ (EYFS, 2014, pg. 8). The Early Years Foundation Stage statutory framework suggests that these areas of learning and development should be done through planned, purposeful play and also through both adult-led and child initiated activities.

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Diagnostic Impressions Sharon is a 34 year old mother that is being forced by Department of Human Resources (DHR) to complete treatment to get custody of her two children. Sharon was married 10 years to her husband after he passed away from a car accident two years ago. Client reported that she started using opiates two months after her husband passed away. Sharon’s husband was her high school sweetheart and was the only reliable man in her life. Sharon married two years after graduating from high school and hasn’t had the opportunity to live by herself.

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Second, I would introduce a problem that the student might find interesting and excite their interest for the challenge of solving a long division problem. Third, I would model how to work through some long division problems with the use of material scaffolding in the form of the mnemonic device and guided examples mentioned in answer 4-B. Fourth, I would use the mnemonic device as a handout, and poster on a wall, to let practice my student practice long division problems with the mnemonic device as a reminder tool. The mnemonic device could be “Dad, Mom, Sister, and Brother,” which would stand for “Divide, Multiply, Subtract, and Bring Down.” I would also model and practice the guided examples with the student on a handout. Fifth, I would begin task scaffolding by walking through each step in solving long division using the mnemonic device provided above along with the guided examples.

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Playing mathematical games teach the students how to count and it teach them different strategies about problem solving. While playing mathematical game they will become familiar with the numbers and other problems. 2. What materials are present to aid their development of math concepts? When children learn about

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The aims of the programme are pupils to become articulate in the foundations of mathematics through continuous practice with diverse combination mathematical problems increase time to time, in order to help pupils’, understand the mathematics theoretical and be able to

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The final way that manipulatives are beneficial to student learning is that they help students to communicate their understanding of concepts in an easy to understand and universal way. Manipulatives help students to “communicate their mathematical thinking”, even when words evade them (p. 78 NCTM). Sometimes students struggle to put their mathematical thinking into words, but with the use of manipulatives they can show their thinking and working through the manipulatives can help them to verbalize their thinking. Manipulatives help to break down concepts into their most simplistic forms, which allows the students to gain the fundamentals they need in that area of learning in order to succeed and be able to explain more complex concepts later

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According to Tracy Huber (2008, 1) “A teacher’s most essential job is to help students gain and retain knowledge —to take true ownership of what they have learned.” Through this quote we can interpret that learners need support such as concrete manipulatives to perform the necessary task in order to grasp the concepts. However concrete manipulatives have an important part to play in a learners schooling life especially towards maths. In my essay below I will explain the conceptual and procedural knowledge, the history of manipulatives, my understanding of concrete manipulatives, ways in which manipulatives can support students, how manipulatives help students gain conceptual knowledge and how a grade 3 teacher can teach Cuisenaire rods in equivalent

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Manipulatives are concrete objects that children can use to make sense of and discover new concepts in math. They allow students to model math problems with physical or virtual tools and serve as supports for children to move from concrete to abstract thought. Manipulatives connect to Piaget’s concrete operational stage of development, or the stage in which children learn to think logically about concrete concepts like math. In this stage students are learning to think logically about problems, but they are limited to applying this to physical objects. It’s important to remember that students develop at various stages, so some might want or need to use manipulatives longer than their peers and making manipulatives readily available in the classroom is a relatively easy and extremely beneficial thing you can do for your students.

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535 Words | 3 Pages

Mathematics has traditionally been seen as a culture neutral subject that is universal to all societies around the world. “Two twos are four” (Bishop 51), even if a certain society has a different word or base, it is fundamentally the same number. However, beyond elementary mathematics, such as counting, measuring and designing, Alan J. Bishop argues in his article, “Western Mathematics: The Secret Weapon of Cultural Imperialism,” that mathematics is a construct of society. The units of measurement that one decides to use, or even specific paradigms which are related to the study of mathematics, are social constructs. Bishop encourages the scientific community to acknowledge that western mathematics is not culture neutral so that academic discussion can arise against the inappropriately static nature of mathematics.

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4735 Words | 19 Pages

Each step builds on another one. It is imperative when teaching Mathematics that the teacher progresses from simple problems to complex ones (Schwartz, 2000). Students need to be able to do the basics before they can move on to do more complicated

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