What Comes Before
& What Comes After
In thinking about the math courses, I wanted to ask each of
you to consider thinking about one concept such as multiplication or
fractions. Begin to think about how that concept appears at various
levels of instruction. What would be the earliest exposure a student
might have? What vocabulary is essential for the child to comprehend the
concept? How could a child experience the concept, practice the concept
and demonstrate proficiency at an early level?
Then, I would like you to jump ahead several levels and
years. How is this concept applied at higher levels of math? How
does the early vocabulary continue to be important in concept formation and
application? How does one expand this concept to extremely abstract
levels?
As a primary grade teacher, we need to understand how what
we do at basic levels forms the foundation of what is to come. As a
secondary teacher, we need to understand the basic concept instruction and
vocabulary so that we may go back to fill in gaps for those who need remedial
instruction.
You might also choose a concept such as division or
multiplication. Try to spend a few moments considering the various levels
and applications
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