How language in mathematics influences two kids, two approaches, and two vastly different outcomes in teaching the concept of multiplication. In part 1 of this post on language in mathematics I shared some observations of two vastly different approaches to teaching the concept of multiplication. To recap, I provided a case study of my own […]
READ MORELanguage in Mathematics: Parents Teaching the Concept of Multiplication
What’s a parent to do with two children, two approaches, and two vastly different outcomes in teaching the concept of multiplication? Similar to those reading this article, I am passionate about mathematics education, and as a parent of two young children, I am very interested in the homework they bring home! In this article, I […]
READ MORELanguage in Mathematics: Questioning as an Active Thinking Maths Strategy
Questioning as an Active Thinking Maths Strategy Questioning, the second of the three research-based strategies covered in this series on language in mathematics, is effective in generating active engagement in class. Techniques for questioning help clarify and deepen the understanding of a focused maths topic, but for many students, questioning is not instinctive. Teachers who model […]
READ MORELanguage in Mathematics: Maths Literacy Strategies
Maths Literacy Strategy Activity #1: Activating prior knowledge and using schema to make predictions Over the years, elementary teachers in non-maths subjects have made great use of research-based literacy strategies. These strategies increase reading comprehension by asking students to explore connections between what they’re reading and their previous experiences, background, or prior knowledge. The question […]
READ MOREUsing Language Stages to Guide the Development of Measurement Concepts
Using Language Stages to Guide the Development of Measurement Concepts Language can be used to guide the development of nearly all mathematics concepts including the development of measurement concepts. In fact, when language is used in the teaching of mathematics it forces curriculum planners to focus on concepts and not just skills or procedures. To […]
READ MORELanguage in Mathematics: Visualisation and Modelling as Math Strategies
Visualisation and modelling as active thinking maths strategies Visualisation and modelling is the third and final research-based strategy covered in this series. When students use or recall objects, pictures, or models during and after their maths study, they are better able to explain their understanding to peers, parents and teachers. Visualisation and models also […]
READ MOREBig Cubes Review from Teaching Maths with Meaning
ORIGO Early Learning Big Cubes and Cards Review by Alison from ‘Teaching Maths with Meaning’ We were delighted when Alison, author of the fantastic ‘Teaching Maths with Meaning’ blog spot agreed to road test our new Early Learning resources. In her final review, Alison tests out the Big Cubes and Cards for Early Learning. See […]
READ MOREBig Poster Books Review from Teaching Maths with Meaning
ORIGO Early Learning Big Poster Books Review by Alison from ‘Teaching Maths with Meaning’ We were delighted when Alison, author of the fantastic ‘Teaching Maths with Meaning’ blog spot agreed to road test our new Early Learning resources. In her second review, Alison tests out the Big Poster Books for Early Learning. See what she […]
READ MOREArts-Integration: Empowering All Children
Arts-integration allows for accessibility in your classroom I am not the first person to say that children should play to ensure they are connecting neural pathways in their brain to new concepts and skills. Play is the avenue in which they apply the new learning to the real world. However, there are many different approaches […]
READ MOREInspiring Play in Young Learners: Play is Serious Learning!
Play is serious learning! As a child, I never understood how much Mr. Rogers would impact my life. I would wake up, get my glass of milk and eagerly watch Mr. Roger’s Neighborhood as he would teach me how to view the world through open eyes, how to accept each person for who they are, […]
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