Get real with fractions

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Dyscalculia: News from the web:

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.

Read all about it: HERE

Precursor Math Concepts

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Dyscalculia: News from the web:

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.

Read all about it: HERE or read the new book Precursor Math Concepts

Teaching time tables with rekenrek

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Dyscalculia: News from the web:

There is a pilot study going on to see how we can teach children time tables by using the Dutch invented rekenrek. See all the details in the link for today.

Read all about it: HERE

Using the ten frames

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Dyscalculia: News from the web:

Donna Boucher from the Math Coach Corner shares a wonderful article about a game the children can play to boost their familiarity with the all important combinations with ten:

Ten is obviously an important benchmark in our number system. In Kindergarten, learning the combinations of the numbers up to ten is a year-long process. Ten-frames are an ideal tool for exploring combinations for ten. Because of its relationship to ten, one hundred is also an important benchmark. Students can practice composing 100 with a kit of small printed ten-frames.

Read all about it: HERE

Build-A-Train

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Dyscalculia: News from the web:

Great research done by H Moriah Sokolowski 1 2, Rebecca Merkley 3, Sarah Samantha Bray Kingissepp 2, Praja Vaikuntharajan 2, Daniel Ansari 2

The ‘Build-A-Train’ task was developed and used to examine whether children spontaneously use a number or physical size approach on an un-cued matching task. In the Build-A-Train task, an experimenter assembles a train using one to five blocks of a particular length and asks the child to build the same train. The child’s blocks differ in length from the experimenter’s blocks, causing the child to build a train that matches based on either the number of blocks or length of the train, as it is not possible to match on both. 

The Build-A-Train task and findings from this current study set a foundation for future longitudinal research to investigate the causal relationship between children’s acquisition of symbolic mathematical concepts and attention to number.

Read all about it: HERE