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How Do Children Learn Math and How Do We Teach and Assess Math

Here are the topics to be assigned to each group: Group 1: Counting Group 2: Place Value Group 3: Addition Group 4: Subtraction Group 5: Fractions Group 6: Geometry/Shapes Group 7: Patterns/Algebra Group 8: Measurement The activities should target Kindergarten to Grade 2 learners. After 15 minutes, each group will present their activities. The other participants can ask questions or give comments/suggestions to improve the activities. Let's begin! You have 15 minutes to work on your assigned topic.

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Jenny Asne
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72 views

How Do Children Learn Math and How Do We Teach and Assess Math

Here are the topics to be assigned to each group: Group 1: Counting Group 2: Place Value Group 3: Addition Group 4: Subtraction Group 5: Fractions Group 6: Geometry/Shapes Group 7: Patterns/Algebra Group 8: Measurement The activities should target Kindergarten to Grade 2 learners. After 15 minutes, each group will present their activities. The other participants can ask questions or give comments/suggestions to improve the activities. Let's begin! You have 15 minutes to work on your assigned topic.

Uploaded by

Jenny Asne
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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How Do Children Learn

Math?
Objectives:
After the session, the participants are
expected to:
1. Identify the three main theories with
implications in math instruction
2. Identify and understand how children learn
math through the different stages and process
Priming Activity

Substitute the appropriate word


on the blanks to spell what each
picture represents.
What is he
holding?

On _ _ _ + ____+g and

L _ _ _ + rning ___+h
On tea + chin + g and

L + ear + rning Mat + h


How do you usually teach the
sum of 5 + 3 to children in the
early years?
Outline of the Session
 How do the K-3 children learn Mathematics?
 What do they have to learn in Mathematics?
(a look into standards, content &
competencies)
Focus
Prepare a similar chart and take down notes on
how children learn math while watching the video
1. LEARNING is HIGHLIGHTS
Theory
Proponent
Stages/Process

Proponent
Stages/Process
Focus
2. LEARNING is HIGHLIGHTS
Theory
Proponent
Stages/Process

Proponent
Stages/Process
Focus
3. LEARNING is HIGHLIGHTS
Theory
Proponent
Stages/Process

Proponent
Stages/Process
Focus Questions
 1. What are the three main learning
implications or theories in math instruction?
 2. What are the similarities and differences
among the learning theories in math
instruction?
 3. Why is it important to adjust our
instruction method to the different kinds of
learners?
Focus Questions
 4. Knowing that children have multiple
 intelligences, how can we improve our
instruction in math?
Dr. Eleonor Ercillo-Diaz
Video
Think Back
• Why does the character say
“More for Me”. What does he
want more of?
• Guess the age of the character.
What grade is he in?
• Why do you say so? What are
his characteristics?
Learning Theories with Implications for Mathematics Instruction (Hatfield, et.al. 1997)
Learning is Action Learning is Reaction Learning is Process
Cognitive/Constructivist Behaviorist Information Processing
Bruner Reinforcement Theory Thought Processing
Modes of Reality Field-dependent (Simultaneous
Enactive Immediate feedback processing)
Iconic Programmed learning Field-independent
Symbolic (Successive processing)

Vygotsky Learning Styles


 Zone of Proximal Perceptual Factors
Development  Visual
 Auditory
Piaget  Tactile
Stages of Development Gardner
Sensorimotor Multiple Intelligences
Preoperations
Concrete operations
Formal Operations
Nine Intelligences (Gardner)
The Multiple Intelligences Pizza:
Nine Intelligences

Linguistic Logical-
Intelligence Mathematical
Intelligence

Intrapersonal
Intelligence Spatial
WORD LOGIC Intelligence
SMART SMART

SELF PICTURE
SMART SMART

Interpersonal PEOPLE BODY Bodily-


Intelligence SMART SMART Kinesthetic
Intelligence
MUSIC NATURE
SMART SMART

Musical Naturalistic
Intelligence Intelligence
Good job! 
HOW DO WE TEACH AND
ASSESS MATH?
Objectives
 After this session, the participants are
expected to:
 1. Identify the standard topics in math
instruction in the early grades.
 2. Point out the correct strategies,
activities, and materials in teaching each
topic targeting different learning styles.
 3. Determine the appropriate assessment for
different kinds of learners and topics.
Priming Activity
 Raise your hand if you agree with the
following statements.
 1. Math is a process of investigation and
exploration.
 2. Short-term understanding is the goal in
learning and teaching math.
 3. There is rote learning involved in math.
Priming Activity
 4. The students are allowed to discover the
steps in solving a math problem on their
own.
 5. Learning math is for future application.
What are the factors that we
need to consider when we are
teaching math to our young
learners?
Outline

How do we teach and assess


Mathematics skills?
Focus
Prepare this chart in your notebook and take down notes on
how to teach and assess children in math while listening to
Dr. Eleonor Diaz.

TOPIC WHY DO WE HOW TO SUGGESED ACTIVITIES


TEACH THIS TEACH AND MATERIALS
THIS

Counting
Place
Value
Focus
TOPIC WHY DO HOW TO SUGGESED
WE TEACH TEACH ACTIVITIES
THIS THIS AND
MATERIALS

Addition

Subtraction
Focus
TOPIC WHY DO WE HOW TO SUGGESED
TEACH THIS TEACH THIS ACTIVITIES
AND
MATERIALS

Fractions

Geometr
y/Shapes
Focus
TOPIC WHY DO HOW TO SUGGESED
WE TEACH TEACH ACTIVITIES
THIS THIS AND
MATERIALS
Patterns/
Algebra
Meaure
ment
Statistics and
Probability
Focus Questions
 1. What is the difference between Rote
Counting, and Rational Counting?
 2. Does the inability of the learner to
verbalize the right answer mean that he or
she does not understand the concept being
taught? How is this important in
assessment?
Focus Questions
 4. How should the pictures or concrete
examples be presented to learners in
teaching operations (addition and
subtraction)?
 5. How do you avoid having more than one
answer when teaching patterns?
 6. Why do we teach measurement using
non-standard units in the early grades
instead of standard units?
Dr. Eleonor Ercillo-Diaz Video
Workshop/Application
Instructions:
Divide the participants into 8 groups.
Each group will come up with a field dependent
activity and a field independent activity for a
specific topic.
(TOPIC)
(Age or Grade –Level)
Field Dependent Field Independent
Activity Activity

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