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connecting Mathematics Primary and Junior to students’ real

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Monica Nicole

on 17 February 2014

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Transcript of connecting Mathematics Primary and Junior to students’ real

Connecting Mathematics Primary and Junior to students’ real life experiences.

Understanding a variety of strategies for adapting, modifying and accommodating instruction to meet the needs of all learners.

Emphasizing culture, language and dialogue among mathematics learners.
"Math is Everywhere"
Learning is enhanced when teachers incorporate the historically accumulated knowledge and skill bases of their students and the communities from which they come.
Creating a connection between the academic and the everyday.
Creating inclusive, transformative, classrooms in order to engage students in learning.
Dialogic learning: students engaging in dialogue about their thinking and ideas, allowing them to include their own knowledge and value that of others,
Students posing their own problems and working collaboratively.
Who deserves accommodations? Everyone!
All students benefit when accommodations are made.
Providing access to the same learning and equal opportunity to demonstrate learning.
Scaffolding, flexible grouping, interest centers, manipulatives, varying the length of time, encouraging the pursuit of a topic in greater depth.
Providing students with different ways to demonstrate their knowledge, varying levels of difficulty, group or individual work, and various means of scoring.
Areas for opportunity to work quietly as well as collaboratively with others and the use of materials that reflect diverse cultures.
Encourage and foster "math talk:" students explain, question and discuss their strategies while co-operatively solving problems.
Problem-Based Approach: using problems with students' interests in mind; students have a say as to the math that is involved and they connect to real-life.
Ask questions and listen carefully: try to understand what your students are thinking and ask questions prompting higher order thinking.
Teach concepts from the concrete to the abstract.
Relate mathematics to prior knowledge and background experience.
Allow students to 'teach' their peers.
References:
Klassen, Wendy. Math for Diverse Learners in the Elementary Classroom.
Diez-Palomar, Javier, Simic, Ksenija & Varley, Maura. Math is Everywhere: Connecting Mathematics to Students Lives.
Maximizing Student Mathematical Learning in the Early Years, Capacity Building Series, Special Edition #22.
Olinghouse, Natalie. (2008). Designing Lessons for Diverse Learners.
As an educator, ensure that you know and understand your students; their prior experiences in mathematics as well as what they can offer to mathematical concepts you will be introducing in the classroom.
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