Why use the Reflection Questions? The reflection questions at A Learning Place A Teaching Place have been designed to allow children to demonstrate and develop their understanding of mathematical concepts. The reflection questions have also been developed to allow you to collect formative assessment data in every lesson. How could we Engage Children in Reflection? Quality Maths lessons involve 3 aspects: Explicit Learning Guided and...

Read MoreAmong the many awesome and accurate maths resources, there are some that makes us say ‘nooo!!!’, and teaching students incorrect mathematical metalanguage is one of them! One that is oft repeated is calling three-dimensional objects, ‘shapes’. A shape by definition has 2 dimensions. The 3 dimensions are left to right, front to back, up and down. Another that we’ve come across is calling one of the vertices on a pyramid, an apex. An...

Read MoreWhen children first learn about addition and subtraction, it is informal. They focus their learning on the meaning of the concept. Adding means ‘joining groups together’ and subtraction means ‘taking away from a group’. When adding, children will select 2 or more number cards, make the groups counting by ones, join the groups together, then count the number in the joined group by ones. When subtracting, children will select 2 number...

Read MoreWhen people began needing to count items, they used sticks or stones with one-to-one correspondence. For example, they would collect 1 stick for every sheep in their flock. When they wanted to see if they still had all of their sheep, they would ‘count’, matching one stick for one sheep. If at the end of the ‘count’ they had sticks left over, they had lost some sheep. If at the end of the ‘count’ they had sheep left over, they had...

Read MoreJo Boaler and Pablo Zoido found that in every country, math memorizers turned out to be the lowest achievers, and countries with high numbers of them also had the highest proportion of teens doing poorly on the PISA math assessment. Memorizers were approximately half a year behind students who used relational and self-monitoring strategies. To find out why, follow this...

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