|
Suggestions
for a Typical Mathematics Lesson
1.
Counting forward and backwards, beginning with
a given number, by ones, twos, threes, fives,
tens, halves, thirds and so on, according to
the child’s
level of mathematics.
Use
the number grid for younger pupils. (Included
at end.)
2.
Estimation
3.
Development of Pre-skills in the context of
mathematical concepts.
4.
Work
on a
specific concept. This should begin
by connecting the new concept with something
the child already knows (intuitive level), and
include communicating verbally and recording
the procedure.
(Most
time is devoted to this activity.)
5.
Visualisation of
problems and ideas e.g. think of the number 46
in your
mind. What is two before, what is two
after it, etc?
8.
Forming
word problems from given arithmetic
expressions,(see above.)
9.
Spend the last three minutes consolidating the
elements of the lesson.
Mini-sets
& other sets of Cuisenaire rods are
available from Educational
Solutions, Reading. 0118 987 3101
Mahesh
Sharma is Professor of Education at
Cambridge College,
Cambridge, Massachusetts,
USA
.
He
is the Director of the Center for
Teaching/Learning of Mathematics.
He edits Focus on Learning Problems in
Mathematics, an international and
interdisciplinary journal dealing with the
learning and teaching of
mathematics, in particular with issues dealing
with learning problems
in mathematics such as: dyscalculia, acalculia,
mathematics anxiety
and specific learning disabilities in
mathematics.
He also writes Math Notebook, a newsletter for
teachers and parents.
His
Center for Teaching and Learning of
Mathematics is affiliated to
Berkshire
Mathematics in the U.K.
run by Patricia Brazil.
She organises Prof. Sharma’s lectures and
courses, and produces videos - DVDs, which are for
sale along with the U.S.
publications.
Tel:
0118 947 4864 Fax: 0118 946 1574
Email: info@berkshiremathematics.com
©
Mahesh Sharma/Patricia
Brazil
,
Berkshire
Mathematics 1999.
|
