# Reflections

## Sunday, 22 July 2012

## Saturday, 21 July 2012

## Thursday, 19 July 2012

Tonight, I've learned something that I thought was what it should be for the past 15 years in my teaching. A simple square and rectangle have shaken my years of foundation on shapes and my ,'now doubtful' ,knowledge on how well I really know my shapes. 'A square has 4 equal sides. A rectangle has 2 long sides and two short sides' type of explanation must now be banished from my thinking! So the conclusion to this :

A square is a rectangle!

A square is a rectangle!

As I read from chapter 8 onwards, I realized that young children need plenty of opportunities to explore numbers and its operational sense. Using the Bruner theory of CPA approach, concrete materials works best for young children to explore the possibilities of the outcome of a problem. I feel that teachers have to instill a relational understanding instead of instrumental understanding (Skemp, 1978) for our children these days. Manipulative tools like Number frames can help to develop early numbers sense which allows the children to see the relationship between the numbers thus developing the flexibility when working with numbers. As they develop number sense, they will also begin to see the connections and relationships between the numbers and its operations.

## Monday, 16 July 2012

Another interesting idea-spelling obedient numbers! I'm going to try this with my K2 kiddos! They'll love the challenge! But before they learn the secret, I'm going to put on my magician hat and robe and amaze them with my 'obedient numbers' card game. More class activities coming up! I can't wait! The only thing I shan't be clapping my hands for will be the 10 minutes quiz..

## Friday, 13 July 2012

Mathematics is all about making sense of events of patterns and order. It is a series of activity of generating strategies, seeking solutions and evaluating whether it make sense. In Chapter 2, I learnt 3 big ideas:

It is also interesting to learn how the two theories (constructivist and sociocultural) work together to enhance the children's learning process. I feel that the children should adopt active learning and the teacher must be present to facilitate and give the support needed throughout the process.

Tools and materials should be used when an emerging idea is taught as children these days are visual learners. Figure 2.11 on page 24 showed a representation on how each tool aids the development of new concepts. "The more ways children are given to think about and test an emerging idea, they better chance they will correctly form and integrate it into a rich web of concepts and therefore develop a relational understanding." (p. 24)

Lastly, the use of technology-based tools are mentioned. It is important to keep our children aware of the technologies that are created to make learning more effective. However, is using the calculator advisable for pre schoolers and primary school kids? The text states that "it is important to include calculators as a tool." (p.26) I thought calculators are use mainly in secondary schools in Singapore. Will our young children use calculators to calculate once they discover the convenience and choose the easy way instead of doing mental calculations?

- the meaning behind doing Mathematics
- importance of connecting existing ideas to new skills (blue dots and red dots)
- learning theories of Piaget on constructivist theory and Vygotsky's sociocultural theory.

*assimilation and accommodation.*I have a Math corner set up in my classroom. The children explored various materials provided there and have the opportunity to discuss and share ideas with one another. I think this is a great way for the children to take on new learning on top of the existing ones that they already acquired. This is what the blue dots and red dots are about.It is also interesting to learn how the two theories (constructivist and sociocultural) work together to enhance the children's learning process. I feel that the children should adopt active learning and the teacher must be present to facilitate and give the support needed throughout the process.

Tools and materials should be used when an emerging idea is taught as children these days are visual learners. Figure 2.11 on page 24 showed a representation on how each tool aids the development of new concepts. "The more ways children are given to think about and test an emerging idea, they better chance they will correctly form and integrate it into a rich web of concepts and therefore develop a relational understanding." (p. 24)

Lastly, the use of technology-based tools are mentioned. It is important to keep our children aware of the technologies that are created to make learning more effective. However, is using the calculator advisable for pre schoolers and primary school kids? The text states that "it is important to include calculators as a tool." (p.26) I thought calculators are use mainly in secondary schools in Singapore. Will our young children use calculators to calculate once they discover the convenience and choose the easy way instead of doing mental calculations?

*6 Principles, 5 content standards and 5 process standards.*These made sense and as I was reading them, it made me reflected on the way I teach Mathematics from the day I started in Early Childhood field. I most enjoyed reading the section on listing and describing the characteristics, skills and the dispositions of becoming a Teacher of Mathematics (p. 9-10) There is a point that states that a positive attitude makes a lot of difference in the way a teacher teach Math. I feel about guilty as although I follow my lesson plans to teach Math and try to make learning Math as fun as possible, I don't feel so positive about Math as I don't like Math. Opps! Trying out the sums on Chapter 2 took me quite awhile as I was procastinating as long as i can to avoid those mind boggling sums! This chapter is rather short and straight forward so reading took a turn from dry (all those principles and standards) to interesting (teacher's attitude towards Math)

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