By Sandra L. Atkins
What meanings do your scholars have for key arithmetic thoughts? What meanings do you need them to have? Creating a Language-Rich Math Class bargains useful techniques for constructing conceptual understandings by means of connecting concrete, pictorial, verbal, and symbolic representations. the point of interest is on making arithmetic memorable rather than on memorizing.
You’ll study concepts for introducing scholars to math language that offers aspiring to the phrases and emblems they use daily; for construction flexibility and precision in scholars’ use of math language; and for structuring actions to cause them to extra language-rich.
- Detailed instructions for pattern video games and actions for fast school room use;
- Investigations to aim and Questions for mirrored image to aid in enforcing those rules into your practice;
- Graphic organizer for assisting scholars first comprehend, remedy, and safeguard their options to be aware problems;
- Blackline masters of online game playing cards and puzzles (also to be had at http://www.routledge.com/books/details/9781138916296/)
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Additional resources for Creating a language-rich math class: strategies and activities for building conceptual understanding
But the photo albums are not full. I’d like to get rid of some of the albums if Understanding the Meaning of Operationsâ•‡ ◆â•‡29 possible. They are bulky. I know I could scan the photos and be done with the albums altogether, but it’s not the same. There’s just something about that paper. Â€. as am I. I can take the photos from one album and put them together with the photos in another album. I’m combining the two groups of photos. If I’m lucky I can take photos from a third album and join them with the other two.
After all, subtraction and addition are inverses. 26â•‡ ◆â•‡ Understanding the Meaning of Operations When building understandings of the operations using conceptual translations, we must be flexible in our reading of the expressions and equations. This is especially true when thinking of subtraction as comparison. This subtraction model provides additional conceptual translations for subtraction: how many more, how many fewer. 8 Operation Model Conceptual Language Subtraction Removal ____ remove _____ _____ take away _____ Comparison How many more than ____ is ____?
Or when the students were asked questions on a test or after some time had passed they didn’t do well? Were you thinking, “We spent so much time on this. ” Perhaps they didn’t recognize what they were being asked or didn’t connect it to what they had previously done. We know that covered does not equate with learned. However, I remember a professor saying to me, “It can’t just be hands-on. ” I wondered how much of what I was doing was only hands-on. Subitizing To be able to effectively operate on numbers, students need a strong number sense.
Creating a language-rich math class: strategies and activities for building conceptual understanding by Sandra L. Atkins