.:: Blog is READY ::.

My blog is now READY to be assessed!

.:: Final Reflection??!! ::.

- Learning through PLAY-

Before I embarked on this (EDU 330 Elementary Mathematics) journey, I wondered what are we going to learn and bring back once its done. To my amazement and others (I'm sure of this), the learning and teaching that happened throughout was an unforgettable experience! Personally I was further motivated with the teaching approach 'Learning through PLAY'. Using concrete materials (I'm truly jealous with Dr Yeap's collection) to play during class enable us to explore, experiment and examine our own understanding. The hands-on experiences enlightened me on the importance of such learning opportunities for young children. It is also essential as educators to reflect upon our strategies in teaching children and integrate some joyful elements. To sustain their interest and participation, I believe that young children need to be intrinsically motivated to learn and one such way is to challenge their thinking through problem solving activities.

Although the journey has come to an end for me in school, the journey is only starting for the children under my care. Now that I have learned and understand some effective instructional strategies, I feel that it is vital for me to apply that knowledge (just like the Concrete-Pictorial-Abstract Approach). Last but not least, many thanks to Dr Yeap Ban Har for imparting your Mathematical knowledge and making the journey so wonderfully unforgettable! Not forgetting my fellow comrades from BSc04, thanks for all the sharing sessions :)

    

.:: Almost ready for assessment ::.

Blog is almost ready for assessment.
Preparing the final reflection blog. 
Please check in again later :)

Gee thanks Dr Yeap!

.:: The Geometry Story ::.

- My Cookie Night!-

Received one.
And only one ;)

I have always thought that young children are able to explore playing with tangrams by themselves without much guidance from us educators. Attending and being an active participant during this lesson had changed my perception that children do need some guidance from adults in playing tangrams. With some support, they might be challenged to create intriguing puzzles and shapes which can further extend their thinking abilities and problem solving skills.  

The other part of the lesson of exploring the angles in a pentagon is a very challenging yet interesting experience for me. I feel that children do need such motivating and creative experiences in order to maintain their interests and participation.  



.:: Whole Numbers & more ::.

Personally I feel that number sense is a crucial learning process for children. And that more should be done to support the development. Planning meaningful learning experiences in relation to number sense will further support children's problem solving and thinking skills. I do feel that preschool educators are always pressed for time thus they are not able to deepen children's understanding of each concept. Generally we tend to "touch and go" on each concept. As the authors mentioned, "it takes time and lots of experiences for children to develop a full understanding of number that will grow and develop into more advanced number-related concepts in higher grades".

Commonly practised:
- "More, Less, and Same"
- Early Counting
- Attaching meaning to counting (one-to-one correspondence)
- Numeral writing and recognition
- Counting on and Counting back
- Patterned set
- One more/ two more/ one less/ two less
- Estimation and measurement
- Data collection and analysis

Not commonly practised:
- Anchors to 5 and 10
- Part-part-whole

.:: Math, ICT and me ::.

"Technology is an essential tool for learning mathematics in the 21st century"





Having a diploma in computer studies is definitely a privilege for me. Personally I have always enjoyed exploring computer softwares and my curiosity has led me to many learning experiences in the past. Naturally I am able to relate to children's interest in experimenting how a digital tool works especially a computer. Integrating current technology such as educational online games, interactive applets, and other programs of learning values to teach children is beneficial. I strongly believe that computers can be a great supplementary teaching and learning tool for young children. It doesn't matter which aspects of learning, be it language and literacy, mathematics or personal and social education, there are abundance of internet-related resources that educators can effectively utilize.

Interactive white boards or Smart boards are examples of technology most schools in Singapore are moving towards. Such advancement is encouraged to further support children in their holistic learning and development. At the current preschool where I am working, the interactive white boards are widely used for teaching, games, discussion and other sharing purposes with the children. The management encouraged the teachers in school to keep up with the current updates using the online courses conducted. I recognized the importance of support from the management in providing educators with professional development opportunities. In order to teach and work efficiently, staff do need such conducive and motivating environment. Other than that, I also believe that educators should be open-minded in embracing the fast-moving changes in the technology world and its significance of keeping up with that pace. We, educators, should realise by now that the children we are imparting knowledge to are the children of the 21st century in which external hardwares are considered part of their brain (memory).



.:: Reflective Mode Part 2 - Place Value Sequence ::.

~ Missing all the fun in class ~

I am positive that Lesson 4 was amazingly FUN! Sad to say I wasn't able to attend due to work commitments. As if missing all the magic math tricks wasn't enough for me, my fellow comrades added more salt to my open wound. By tagging me with their lovely having so-much-fun-pictures. Boohoo!
Thanks anyway for the updates :)



Listening to the tasks which they had to do, I went on to explore the Chapters assigned (Chap 8-13). Phew! That's a lot of reading and reflecting.. Here's my two cents worth of thoughts on number sense:



I believe most children start with rote counting whereby they have the knowledge of numbers through memorization. Recognizing one and two digits in numerals is the next sequence. From then children generally move on to one-to-one correspondence counting. Recognition of number names in relation to their number value is next in line. At this stage children are capable of counting in sequence and beginning to recognize the number names that come with each value. Counting and groupings (tens and ones) would come subsequently as children develop the understanding of counting in tens and ones. I regard expanded notation as the "advanced" learning concept whereby they would be able to process and develop that understanding after they have a deep insight of basis numeracy knowledge.

.:: Shapes Are All Around Us & Problem Solving ::.

~  The Field Trip to the National Library ~

My team of experts and I made our way to the chosen destination - the National Library. We decided to focus on Shapes (Geometry) for N2 children. In between clicking of the shutters, cracking jokes, and chilly wind, we found that the venue offers numerous learning opportunities. We believed that the activities we collated together will further support children's developing understanding of geometry.

In relation to the reading on Problem Solving in the textbook, I feel that the (field trip) tasks we prepared for the children is more of a "During" lesson (p51). This is because we are offering opportunities for children to explore the surroundings in completing the tasks which is similar to the Step 1 "Let Go" of the During Phase. The tasks also require children to work in small groups which enable teachers to "listen actively" (Step 2) to their strategies. Step 3 and Step 4 of the During Phase have close connections to the tasks as well. It is developmental appropriate and "providing hints" (Step 3) when necessary is very encouraging for the children. We have also prepared the extended activities (Step 4) which teachers can do with the children during or after the field trip.

The following video, "Teaching and Learning - Early Years Foundation Stage", is from Teachers TV. It shows how maths learning for both nursery and reception children at Great Barr Primary School, in Birmingham, is supported by careful observation and planning by practitioners.

Duration: 15minutes

Watch and Reflect (I'm kidding! Enjoy it!)

.:: Math Treats or Math Tricks?? ::.

There is only one word to describe the first lesson presented by Dr Yeap Ban Har:

STRESSFUL  SPECTACULAR   SLEEPY
     

I am pretty sure that everyone in the class silently wishes that he was our Elementary Math Teacher - life would be very different now. No sighs upon seeing numbers, no complaints about equations and definitely better at financial management (who knows? ... hmm but that is a different story). Going back to the spectacular experience, we were put to test with not 1 but 3 major experiments. We gambled the night away with cards (Spelling Number Words Trick), dice (Dice Trick), and paperclips (Take 1 or Take 2 Game).

The stimulating experiments got me thinking of how I learned the basic Math concepts many years ago. I can still recall how I used my little fingers (and even toes sometimes) to add or minus while doing my sums. Sounds cute?? Not really. Looking back I don’t think those moments were enriching. Yes I do learn – I can count, I can do sums and many more. But the lessons were very dreary. I can’t seem to remember any unforgettable enjoyable Math experience because there was none. My Math teacher conducted Mental Sums to test our understanding every single week without fail. I even had to recite my multiplication sums (1x2=2, 2x2=4, 3x2=6…) with my friends during recess time. Once I was asked to skip my meal one morning because I can’t remember what is 6x8. Yes the journey was rough but nevertheless I adore Math till today J

Reflecting on the joyful learning that went on during the first lesson, I am further motivated to inspire the children under my care with the same feelings as they learn. As an adult learner, I feel that it is important to have the lessons I attend be as engaging as possible. What more young children who are active thinkers. They need to be stimulated intrinsically.

From what I had that night on September 3^rd, I swore I was fully awake the whole time. And I believe I won't need any cup of coffee (of any brand) to help me stay conscious for the rest of the module :)

Till then...



.:: Reflective Mode - Chapter 1 & 2 ::.

~ The joy of reading ~

One of the important aspects from Chapter 1 that holds my attention is the provision to be an effective teacher of Mathematics. According to the authors, educators’ knowledge of mathematics and their understanding on how children learn mathematics are the two things to be acquired in order “to be an effective teacher of mathematics”. Personally I truly agree with their beliefs. As an early childhood practitioner myself, it is vital that educators have some background knowledge on how children learn and acquire mathematics. Then on, we would work on the teaching strategies to support their numeracy learning based on their level of understanding and abilities. I also feel that it is essential for educators to keep up with the current development in educating young children. Networking with fellow practitioners is one of the many ways for them to share and support each other in their methodologies to facilitate children’s development and learning.

I look forward to many more sharing opportunities with my fellow BSc 04 comrades. Till then :)


Reference:
Van De Walle, J. A., Karp. K. S. & Bay-Williams, J. M. (2010). Elementary & Middle School Mathematics: Teaching Developmentally (7th ed.). USA: Allyn & Bacon, Pearson International