Impact on the course

Mathematics is still not my favourite subject...

BUT

Dr Yeap has helped me to try to learn more about it. His creations, materials, ways of delivering his knowledge, tricks and activities have atleast made me be attentive to his lectures.

I like the cookies collection system. It actually boost our level of participation. I never thought I would participate and challenge myself to solve the problems posted by Dr Yeap.

When Dr Yeap shared with us the objective of learning Math, I finally understood why Math is collaborated in the education system.

But I think, some teachers should understand and work on the Math vision set by MOE.

"We should practise what we preach."

Math is a form of vehicle for the development and improvement of a person’s intellectual competence and it is applicable in everyday living and in the workplace. Math is fun and allows us to enjoy.

To end of, I did have some fun in class. Perhaps, I should join in more of Dr Yeap's lessons to gain more knowledge on Mathematics and learn more tricks.

Dr Yeap, thanks for the knowledge.

To date: I got 3 cookies.

(SHOULD BE MORE ATTENTIVE AND I WOULD HAVE MORE)

Websites that I found: Math activities

http://www.ixl.com/math/grade/pre-k/

http://www.coolmath-games.com/

http://www.education.com/activity/preschool/math/

http://www.kidsnumbers.com/

* I personally like http://www.coolmath-games.com/*

Assessing of blog

My blog is not ready. Please come back on the 30th September. Thanks.

Geometric thinking

We did an activity that has got to do with angles, sides and shapes. We were challenged by Dr Yeap to find the angles in a pentagon.

It was indeed a challenging activity for me. It took me quite awhile to understand on how to manipulate with the shapes and find the angles. Luckily there were people who were able to explain to me about it. Thanks classmates!

I personally think this concept (angles in shapes) should be introduced to the Kindergarten two children. I do not think it is suitable for the younger ones as it may be too complex and difficult for them. (If an adult is unable to solve, it may be more difficult for the young ones.) But of course, no harm letting them try. I just do not think it is appropriate.

Like what was said in class... We need to learn to see what's inside the picture.

Some information to share: Names of polygons

Name	Alternate names	Sides	Internal Angles (Regular Polygons Only)
Henagon	Monogon	1
Digon		2
Triangle	Trigon	3	60° / Total 180°
Quadrilateral	Tetragon	4	90° / Total 360°
Pentagon		5	108°
Hexagon		6	120°
Heptagon	Septagon	7	128.571°
Octagon		8	135°
Enneagon	Nonagon	9	140°
Decagon		10	144°
Hendecagon	Undecagon	11	147.273°
Dodecagon		12	150°
Tridecagon	Triskaidecagon	13	152.308°
Tetradecagon	Tetrakaidecagon	14	154.286°
Pentadecagon	Quindecagon Pentakaidecagon	15	156°
Hexadecagon	Hexakaidecagon	16	157.5°
Heptadecagon	Heptakaidecagon	17	158.824°
Octadecagon	Octakaidecagon	18	160°
Enneadecagon	Enneakaidecagon Nonadecagon	19	161.053°
Icosagon		20	162°

For more: http://www.purplehell.com/riddletools/polys.htm

Reflection on practise : Number Sense

Throughout the four years being in this field, I have only taught the Nursery class. Based on the curriculum that I have carried out, I personally think that the Math lessons that were planned for the children are very minimum.

The aspects that are covered for the four year olds are,

1. 
   
   Number recognition
2. 
   
   Rote counting
3. 
   
   Counting and understand the quantity of ten
4. 
   
   Straight lines and curve lines

Yes, concrete materials are used to introduce this concepts to the children, but I think at the age of four, these children should learn and be exposed to more concepts.

        

Based on the textbook, children may learn to write numbers by letting them trace on dotted lines. Perhaps, this will allow children to practise their "number writings", but I do not think this is a great idea as children may trace blindly without understanding how the number should be written correctly.

We, use number cards to introduce numbers to children. Sometimes, in order to let the children practise their "number writing", we provide threading materials to let them explore the correct way to write.

Using technology to teach Mathematic

Technology is a great tool to capture children's interest. 

Now, technology have become one of the important aspect in life. Many are turning to technology to fulfill their expectations and also to do their work. 

Years ago, we use "abacus" to calculate. Now, we are using calculators to help us calculate sums. Yes, we can do it mentally but only for those numbers that are not large. 

In my childcare centre, we are using technology to teach children. Not only for Mathematic, but for other subjects as well. We are currently using the Interactive White Board. It is a good medium to use in the childcare. It boost children's interest to learn. And most importantly, the children enjoy the learning process. 

A child pointing to pictures shown on the computer.

CPA & Place Value

New things that I learnt: CPA

C > Concrete -- to provide concrete materials to let children explore.. (adults need this too!)

P > Pictorial -- to serve as visual for children as clues (adults like me need this too!)

A > Abstract -- to think at a higher level (sometimes its difficult for adults to do it!)

Place Value

This is challenging! I am unsure of this concept... Well... Read some information and this is what I gathered...

Definition of place value:

1) Positional notation or place-value notation is a generalization of decimal notation to arbitrary base. (WOW...Challenging!)

2) The value of a digit as determined by its position in a number.

3) Value of each number by the location of the digit.

http://www.google.com.sg/search?hl=en&rlz=1R2ADFA_enSG387&defl=en&q=define:Place-value&sa=X&ei=uYqgTMmsGY78vQP5zOS-DQ&ved=0CBoQkAE

With regards to the challenge post by the Lecturer....

Okay.. Let me try...

How shall the sequence be?

I think it should be this way:

1) Numbers in numeral

Children are always exposed to the numeral first.

I tested some children in my classroom, I showed them cards with numbers in numeral and numbers in words. Most of them know the numbers in numeral compared to the ones in words. (The children are 3 going to be 4 years old)

Also, numerals can be found anywhere, be it in the classroom, home or outside.

2) Number in words

When a child learns his or her phonics, they willl start to decode words. I think with their decoding skills, we should introduce the number in text. At the same time, they can practise on their decoding skills. Also, we can further facilitate by providing, cards with numerals and text. Then they can have a matching game whereby they match the text to the right numeral.

3) Numbers in tens and ones

Next, we should introduce the tens and ones. We can use the numerals that we have thought earlier and introduce them to this step. Slowly, demonstrates to the children the differences of ones and tens.

4) Place value chart

We need to have a chart to let our children practise the placing of the values.

5) Expanded notations

I think this step is the most complex among the others. That is why I think it should be the last step.

*** There you go... This is what I think it should be....***

~~ADIOS~~

Outdoor Task

As a group, we had a short discussion on what Mathematic concept that we would like to teach. We also thought of the age group and the place where we would like to go to carry out the Math task.

We decided on "Value of money". We decided on what to prepare and how to go about doing the task. We also thought of the age group that we would like to have the lesson with.

Some of us reflected back on what prior experiences that we had that linked to the topic/task that we wanted to do.

"I remembered, NTUC Fairprice does  not allow cameras." Nuzurul said.

"But the other day when I went, I took pictures." Yi Shi said.

In order to solve this problem, we decided to go ahead to the venue and find out on the details with regards to taking pictures. And... Oh No!

But we still took some. (Going against the rule.)

Besides this problem, what I realised is that, we need to expose the concept of money to children first. Therefore, this task, I believed has to be done after we give some prior experiences to children regarding money.

Perhaps, we should have lesson on "introduction of money" first before letting them to handle money in buying items.

Hmm... Yes, this should be the way!



First Lesson

WOW.. I actually got a COOKIE PAPER for Mathematics!

The card game was an eye opener. I can actually managed to find out how the trick works. Well, we worked in a team of three people to find out how the card game is done. Somehow, I felt like I did the trick before or have seen it somewhere. I do not remember. Instantly, I grabbed a paper and started drawing boxes to represent the cards. And within a few minutes, I broke the trick and managed to do it. 

The lesson was quite fun. The lecturer has many Mathematical strategies and games. I am very curious to find out what other tricks he have. I would love to learn and bring it into my classroom. 

Another factor that I learnt during the first lesson would be; Mathematics is linked to Language. 

More cookies to collect. 

Chapter 1 and chapter 2 - First Mathematic Assignment

Chapter one:

After reading through this chapter, what I thought was important would be the "Principles and Standards for School Mathematics".

Out of the 6 principles stated in the book, I think the ones below are very important. 

1) The Equity Principle - All students must have the opportunity and adequate support to learn Mathematics.

I agree that this principle is important. I believe no matter how terrible a student is, the teacher should try as hard as possible to support his or her learning. 

2) The Teaching Principle - Teachers must understand how children learn Mathematics and understand deeply the Mathematics that they are teaching. 

I agree with this statement. During any other subjects too, when a teacher is going to teach lessons, one need to be aware of what the lessons are, how to carry it out and know our students' standards and needs. 

"A bulb with people surrounding it - to learn, one needs the support of others especially the teachers." -Nuzurul Ashikin

Problem solving

Before reading this chapter, I though problem solving just mean to solve a problem. However, I found out that it is actually a vehicle through which students develop Mathematical ideas. 

Chapter two:

"Finding and exploring this regularity or order, and then making sense of it, is what doing Mathematics is all about."

Is this true?

When I was in school (Primary and Secondary Schools), this sentence above was not even mentioned nor explained to me. What I remembered about Mathematics is to solve Mathematical questions using the equations given by teachers and to find out the answer. Nothing about exploring nor making sense of it were involved. So, is this true? Maybe, according to the textbook. 

Mathematic and me

Mathematic? It is like a disease to me. I just can't get near, hear or be part of it. I know I do come across it in my daily activities. In terms of money, statistics, enrollment of children and many more. 

I hate Mathematic. Yes. I hate it. From primary school to secondary school, I always had teachers who said, "You can never pass Math." 

And from then, Math has always been the last thing in my mind. However, now, I have to go through another round of Math again. I do not know how I will cope with this. I am just afraid, I will stray away from lecture and not focusing.

I just hope, the teacher is different and may dig out some interest of Mathematics in me.