By Linda Dacey, Rebeka Eston Salemi
During this two-book sequence, academics will locate robust ideas for adapting mathematical classes and projects to deal with the wide variety of talents, pursuits, and studying sorts of the scholars of their study rooms. each one e-book during this research-based sequence features a wealth of actions adapted to its specific K-2 or 3-5 grade span. The authors offer quite a few differentiated initiatives prepared for lecture room implementation, in addition to tips in handling differentiated classes and methods for offering and structuring selection with the study room. This sequence is a must-read for academics, directors, math coaches, specified schooling employees, and the other educator who needs to make sure that all little ones are profitable beginners of arithmetic.
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Extra info for Math For All: Differentiating Instruction, Grades K-2
When you go to your tables you will see some glue sticks, white paper, and some cut-out squares. Pick a number four through ten. Take that number of squares and make a design. ” After the students repeat the directions and the teacher is confident of their understanding, students move to the tables where the materials are ready for use. Paul makes a design with the squares, and then writes the number of squares in each of the three components of his configuration. ) Note that he doesn’t record the total number.
As we differentiate learning activities, these priorities must remain in place for all of our students. Along with the lack of flexible thinking, other difficulties arise when facts and procedures are taught just as rules, without conceptual frameworks. Some students begin to believe that mathematics is only a set of isolated rules that have no meaning, some lose interest in learning mathematics, and all students become underexposed to mathematical reasoning. Further, when rules and procedures are learned in isolation of concepts, misconceptions can emerge in higher grades.
It is late November and the students are working on ideas related to number sense. They are extending their set-recognition skills and connecting visual images of numbers to symbolic notations. Students are also working on moving beyond needing to count all of the items in a set. This task helps them consider ideas of counting all or grouping items in a meaningful way so that they can arrive at a total. Simultaneously they are exploring part-part-whole relationships by looking at ways numbers can be separated into parts (decomposed) and then joined (composed).