By Martin Hughes
As one that has continuously loved studying math, I frequently ask yourself why many others hate and steer clear of it. Hughes is helping to give an explanation for the aversion many of us suppose for the topic. it is the manner we train it, no longer the topic itself. I bear in mind enjoying plenty of card video games and being uncovered to numbers and figures in enjoyable events ahead of attending university. Numbers became linked to enjoyable for me. Einstein was once taught to regard doing math as a detective online game. I want every person eager about math schooling may learn this ebook, replicate upon it and observe its recommendations. our youngsters deserve a greater courting with the topic.
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Extra resources for Children and Number: Difficulties in Learning Mathematics
Christine is careful to encourage students to try to explain their strategies first on their own. If students need help, they can find support from one frame or the other depending on the strategy used. The frames are there to support language production, not to dictate which strategy students should use or limit their use of language. In addition to the sentence frames, Christine had introduced some key vocabulary words that students could use to compare sums and to explain their strategies: greater than, equal, add and plus, sum, and double(s).
The games give students experience with counting, comparing numbers, using the concepts of greater than and less than, and adding quantities. Repeated opportunities to play the games help children develop fluency with arithmetic thinking as they encounter the same numbers again and again. In a minilesson prior to playing the games, sentence frames and key vocabulary are introduced to help all students, especially English language learners, compare numbers and sums and explain their strategies for figuring sums.
Providing contexts for English learners to have discussions in math class is important; giving them something purposeful and motivating to talk about is crucial. “I made an arrow that’s pointing down,” Andrés said. Adryana, another intermediate-level English learner, described her shape by saying, “I made an arrow pointing up, an arrow pointing down, and an arrow pointing that way,” and gesturing to the right. qxd 5/30/08 12:11 PM Page 42 “I made a house with windows,” Antonio explained. “A tree, a triangle, and a rectangle,” Mae described.