Ultimately, being able to provide meaningful and impactful teaching to the lowest attaining pupils leads to true enlightenment of how mathematics works at the most fundamental level. And how firm number sense eventually leads to pupils’ understanding of place value, part-whole relationships (including fractions) and beyond. Emphasising the use of mathematical language to map concrete and pictorial modalities to symbolism. Use of concrete materials such as the rekenrek, two sided counters, cuisenaire rods etc. How to teach the idea of numberness, numerosity, numbers, digits and numerals. Finding their true starting point, building motivation from early success and the use of games.
This presentation will show some ideas on how to help such pupils. They need to be relieved from the demands of a conveyor belt system and be given a carefully tailored intervention. There are some pupils at secondary school who have not yet made sense of numbers, or are able to number bond or have basic sense of the four operations.
0 kommentar(er)
