teacher must be c areful to ensure that we do not assess the children s knowledge of number facts alone , as this only imparts a percentage of the information required . Teacher must excessively assess the ability to undertake rising capers and derive solutions , one method that can be utilise to achieve this is to develop children s flexibility in mental maths through class and group discussion on a daily basis and to make sharing their ideas for mental methods a basis for debate in the classroom (Haylock Cockburn 1997 ) This research also uncovered the br concern that rough of the lower-attaining pupils depend intemperately on counting methods which can get them to the correct closure eventually , it does however remove the requirement of committing number facts to holding and this will hamper their ability to undertake and solve more difficult problems .
It is important that if there is evidence that some of their pupils are relying on this counting method then the teacher must adjust his /her planning to include sets of strategies to encourage them to work from remembered facts insteadMental IssuesMathematics is basically a mental employment and some young children may need to show how they know something using blocks or fingers further as a teacher it is necessary to build on this practical work and progress to communicative explanations instead . The problems that some children have with verbal explanations are sometimes wrongly understand as having no mental images , when it is really a problem understanding what is expected of them . These children can be helped to progress to verbal explanations of what is going on `in the head by the teacher providing model explanations and playing the simple `under the cloth activity (Askew 1996 ,.8The National Numeracy Strategy has gone a long expression to help...If you want to get a full essay, order it on our website: Ordercustompaper.com
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