At the start of Year 1, children are enthusiastic ‘beginning’ mathematicians. They have an understanding of the basic concepts of number, shape and measurement, and see mathematics as an exciting and practical element of the curriculum. They develop their knowledge, skills and understanding through a balance of wholeclass activity. This involves, for example, counting, direct teaching, problem solving in groups and independent work, where children apply and practise their learning. A mix of mental, practical and informal written work engages and motivates children and fosters purposeful attitudes to mathematics. Home–school mathematics links are an important part of children’s experiences.

Children solve problems in a variety of practical contexts. They talk about the problem that they are going to solve and use practical materials, numbers and diagrams to represent and organise the problem. For example, to find the total number of children seated at five tables of four, they use toys or tally marks to represent the children at each table before recording the numbers involved. They solve the problem then place the answer back in the context of the problem: ‘There are 20 children sitting down.’

Children understand how to represent number stories by number sentences. For example, they represent the number story ‘Eleven people are on a bus and three get off; there are eight people left on the bus’ by the number sentence 11 – 3 = 8. They use the +, – and = signs to write number sentences to record mental calculations. They begin to find the unknown number represented by a symbol in number sentences such as 17 – 10 = , + 2 = 6 and 3 = 7 – .

Children solve problems involving ‘paying’ and ‘giving change’. For example, they work out different ways of paying for an apple costing 6p using 1p and 2p coins. As they work with numbers and shapes, they identify and use patterns and properties. For example, they notice that all shapes with three sides have three...

...Focus on the LearnerLearner Characteristics
Learner characteristics are difference between learners which influence their attitude to learning a language and how they learn it. These differences influence how they respond to different teaching styles and approaches in the classroom and how successful they are at learning a language. The differences include the learner’s motivation, personality, language level, learning style, learning...

...The Teaching of mathematics should focus on conceptual understanding of the learner
By Shanecia Gordon
620043076
UWI - Mona
Mathematics is an area that is widely known and studied. It is the foundationof many subject areas and is a subject that equips one with skills and knowledge suitable for the real world.
Mathematics is defined as a reasoning activity that involves observing, representing and
Investigating relationships in...

...History of mathematics
A proof from Euclid's Elements, widely considered the most influential textbook of all time.[1]
The area of study known as the history of mathematics is primarily an investigation into the origin of discoveries in mathematics and, to a lesser extent, an investigation into the mathematical methods and notation of the past.
Before the modern age and the worldwide spread of knowledge, written examples of new...

...paper on the thesis
Use of Manipulatives to Develop Second Year High School Students’ Understanding
of Equality and Linear Equations
by Melanie Rivera
Mary Grace Sinfuego
Adrian Paul Tudayan
This thesis aimed to study and analyze the students’ understanding of equality and their skills in solving Algebraic Equations specifically Linear Equations. The researchers wanted to find out the misconceptions of selected 2nd Year students regarding the said...

...JOURNAL OF SCIENCE OF HNUE
2011, Vol. 56, No. 1, pp. 138-143
LEARNERS STRATEGY AND KEY STEPS OF TEACHING
NEW STRATEGY OF SARA COTTERALL AND HAYO REINDERS
TO 1ST YEAR STUDENTS OF ENGLISH
Hoang Thi Giang Lam
Hanoi National University of Education
E-mail: gianglam76@yahoo.com
Abstract. This study attempts to present what the author has experienced
and applied in teaching new strategies to 1st year students of English at...

...HISTORY OF MATHEMATICS
The history of mathematics is nearly as old as humanity itself. Since antiquity, mathematics has been fundamental to advances in science, engineering, and philosophy. It has evolved from simple counting, measurement and calculation, and the systematic study of the shapes and motions of physical objects, through the application of abstraction, imagination and logic, to the broad, complex and often abstract discipline we know...

...2012-The Year of Mathematics
P.Bhattacharyya
[pic] [pic]
(GH Hardy , Ramanujan and Littlewood)
The great Indian mathematician Srinivasa Ramanujan was born on the 22nd of December 1887 in Erode, Tamilnadu.
In a function held in the Centenary Hall of Madras University on the 26th of December 2011 marking the 125th birth anniversary of Srinivasa Ramanujan, the Prime Minister of India Dr....

...EDP136 Mathematics Education
Assessment 1: Planning for mathematics teaching
Due: Weeks 3and 10
10% (Week 3) and 40% (Week 10)
The purpose of this assessment task
This assessment task is focused on developing your capacities to be an effective mathematics teacher. Key aspects of these capacities are: attitudes towards mathematics; mathematics knowledge; knowledge of how children learn...

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