We are not fond of the rote memory way of learning to count where the children learn 1-10 without understanding what it means, however the video in the link for today shows a great way of how to integrate singing in learning to count with your kid.
From the LDA newsletter we bring this wonderful story about ways to more effectively have children remember their math:
In their book The Kinesthetic Classroom, Traci Lengel and Mike Kuczala cite studies that show us how learning certain concepts through movement is efficient and long-lasting.
Movement gives learning experiences something fresh and new, which the brain likes. This novelty helps keep the attention of the students, making their learning efficient. It’s been my experience over years of using movement in math class that even those students who are timid and reluctant to participate at first are nevertheless paying attention and are interested in what’s going on around them. Their brains are still activated.
From the UK a new approach to learn times tables. Times tables are important and there are many ways people try to teach them. This idea centers around a stick that they use to explain the tables and groups of multiplications that fit together. They also have a youtube channel to support the method. When you have tried many methods, here is just one extra you can try.
A very comprehensive review of math apps for small children with recommendations about design and content for parents and teachers to look out for.
part of their summary:
Overall, these results demonstrate that many of the commercial educational apps for young children that are categorised as ‘maths’, are not necessarily reflective of best practices in app content and design. 58 Can Maths Apps Add Value to Young Children’s Learning? Most apps did not comprehensively capture all areas of mathematical development, nor did they adequately include features of personalisation, such as explanatory feedback and programmatic personalisation, which this research has shown maximises children’s outcomes in app-based learning. This demonstrates the limited options for identifying high-quality maths apps currently available for parents and teachers and highlights the need to improve the meaningful categorisation of educational apps on the app stores to facilitate parent and teacher choice.
The Minnesota state fair has a wonderful action for children to work with math. They can for example download a card or get one from a booth at the fair and fill the card with items they find that has the numbers it is asking for, like a dog has 4 legs, there are 20 carts on the ferris wheel etc. Wonderful idea, this can be used at school fairs, neigborhood parties, on vacation with your children. Options enough.
The ADHD study, published in Nutrients, found that a prescribed amount of caffeine may increase the attention and retention of people with the disorder. They made this discovery through animal models, finding the substance “increases capacity and flexibility in both spatial attention and selective attention, as well as in working memory and short-term memory,” .
The results so far have been positive, although the team is aware that some of the other symptoms of ADHD like hyperactivity and impulsivity may be exaggerated by caffeine. More research is needed, with the team suggesting it may just be appropriate when the symptoms are purely attentional based and should only be administered under appropriate medical supervision.
We all know that not all children are created with similar or equal skills and knowledge, so we all realize that differentiation in the classroom is necessary to support the weaker students and not to bore the quicker students. But how do you actually implement that?
Well the TeachThought blog has developed no less than 50 strategies to make it work and they will continue to add to their resource over the coming time with comments, tips and insights.
It is always best to explain to children first why you need to know about a topic before you teach them the particular operation. Retaining the information about the operation is a lot higher when you know why you may ever need it. Mathscareers in the UK has a nice website that explains how fractions are used in the real world.
We tend to say: ” They need to get it into their hands before they can get it into their heads”. It refers to lots of math operations but the mathcoachcorner has an interesting take in how to show fractions early and have them play it out.
The Early Math Collaborative has a great page explaining the notion of Precursor Math Concepts.
Just as the foundation of a building anchors it in the earth and provides essential support for the growing structure, in the first three years of life children engage in a very fundamental way with concepts that anchor a child’s mathematical thinking and are essential for the growth of further mathematics.
Seen on Twitter from someone who saw it on Facebook, but here is the story. Our students often have difficulty grouping like terms or substituting. As soon as we change the symbolic language for pictures of something they are familiar with, their focus changes and they have less difficulty working the problems. Hence the cycle Concrete representational abstract. So if they have problems with the abstract notation, move back to the representational.
Some great tips on how to keep your pre-schooler motivated when the problems they get are more challenging.
Along with EDC’s Young Mathematicians team of Paul Goldenberg and Kristen Reed, Young has been studying mastery motivation and its relation to early mathematics development in preschool classrooms. Here, Young and Goldenberg present five things that all parents and teachers can do to foster this essential skill.”
A great article by Donna Boucher where she lists a number of categories of students who all at some time receive intervention for math, the question however is how effective that is and if there are better or different solutions that may be tried.
Board games are fun and a great exercise for the youngsters to help them count up and down and skip count.
Many boardgames can help you with that but here is one that you can print out and play, with a Thanksgiving theme around it. Thank you Yourtherapysource.com for sharing that with us. Get the game in the link for today.
Children love playing games and playing math games will improve their skills. Kristen Reed from edc.org puts it like this:
Math games and puzzles develop children’s problem-solving and independence and foster mastery motivation. Mastery motivation is the motivation to master new, somewhat challenging skills, and it is a key behavior that supports children’s early learning now, and then later, their academic success. By providing children with challenging activities and encouraging them to try different strategies and make their own decisions, teachers and caregivers can foster this important skill.
When providing feedback both the content and the timing are key:
Every teacher desires students to become their own teachers over time. The idea that students develop self-direction—independent of needing immediate support from teachers—and the ability to solve their own problems is a recurring dream of teachers. But how do we develop independent, self-directed learners when we have so many other demands as educators? Interestingly, one of the most powerful strategies we have at our disposal to build student independence in their learning is through our approach to feedback
From China we bring you this story about a novel way of teaching and learning math.
At Nanjing International School, learning looks different than what you would find at traditional schools in China and abroad. One of the areas where this is most evident is Maths in Primary School, where we take a leading-edge, inquiry-based approach. Why is this? A growing body of research on how children successfully learn mathematics shows that every student must become an active learner that investigates and explores, often as part of a team.
New research is presented on the page from Stanford by youcubed from Jo Boaler and it all shows how visual math can be.
our brain wants to think visually about maths. Building students’ mathematical understanding doesn’t just mean strengthening one area of the brain that is involved with abstract numbers, it means strengthening connections between areas of the brain and strengthening the visual pathways.
The conversation blog has a wonderful story about activities that you can do with a Halloween theme and that will help your little ones, see that math is everywhere around them. Happy Math Halloween, thank you theconversation.com
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