.:: 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