Reflection #4 Learning Place Value
Create 2 resources
that can support student’s understanding of place value. Upload and reflect on
their use with students. Support your ideas with literature.
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concrete materials such as counters and playing cards as a means of engaging the students in their learning.
The first resource is tens and a ones
target. The aim is for the students to drop 9 counters onto the board and then
proceed to work out how many landed in the 10’s circle and how many landed in
the 1’s (those that don’t land within the two circles are considered 1’s). Once the students have dropped the counters they then write in their book the number and try to compete with a partner for the highest number. For
example, 5 counters landed in the 10’s circle and 4 landed in the 1’s therefore
the number is ‘54’.
I believe this would be a great resource as young students are often confronted by a magnitude of mathematical concepts and representations and by breaking it down and making it a bit different I hope to give the students a new, exciting and fun outlook towards place value.
A lot of mathematical concepts and representations are often shown by concrete materials for example bundles of 10 paddle-pop sticks or multi-base arithmetic blocks (Boulton-Lewis & Halford, 1992). Thus, by providing the students with something new I hope to engage the students and provide them with hands-on-learning that attains a high level of meaning and substance.
I believe this would be a great resource as young students are often confronted by a magnitude of mathematical concepts and representations and by breaking it down and making it a bit different I hope to give the students a new, exciting and fun outlook towards place value.
A lot of mathematical concepts and representations are often shown by concrete materials for example bundles of 10 paddle-pop sticks or multi-base arithmetic blocks (Boulton-Lewis & Halford, 1992). Thus, by providing the students with something new I hope to engage the students and provide them with hands-on-learning that attains a high level of meaning and substance.
Task 2
would use playing cards, the students would flip 3 cards over and in the order
they are flipped would form their number. Again, the students could use this resource and create a healthy competitive mathematical hands on experience and the winner would be whoever had the largest number and thus the largest 'Rainbow Serpent'.This task also allows promotes the Dream time and those students of ATSI heritage may obtain a better understanding of place value. Task 2, like task 1 is focused on place value and allows for the student to engage and learn through interaction and build on prior knowledge obtained through multi-arithmetic blocks (Dienes, 1960).
These tasks could be extended by broadening the circles or sections and then provide a smooth transition into another mathematical concept such as number lines. Overall, I believe the resources created will allow for the students to perceive place value as a fun and engaging topic.
These tasks could be extended by broadening the circles or sections and then provide a smooth transition into another mathematical concept such as number lines. Overall, I believe the resources created will allow for the students to perceive place value as a fun and engaging topic.
References
Boulton-Lewis, G., & Halford, G. (1992). The processing
loads of young children’s and teachers’ representations of place value and
implications for teaching. Mathematics Education Research Journal, 4(1), 1-23. http://dx.doi.org/10.1007/bf03217229
Dienes, Z.P. (1960). Building up mathematics. London: Hutchinson Educational Ltd.
Dienes, Z.P. (1960). Building up mathematics. London: Hutchinson Educational Ltd.
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