Reflection #7 Money to spend
Imagine you had a
budget of $300 to purchase manipulatives to assist the children you are working
with to understand patterns and algebraic thinking. View this catalogue and
select items that you will use and provide a way in which you will use them: http://www.teaching.com.au/catalogue/mta/mtamathematics
Wooden Beads Kit – 8
Sets of 108 Beads $90.00 = Allows for students to create a pattern whether it
is by colour, shape or both. The students will be able explore sequences and
see / feel it happening right before them.
Counting Links – Set
of 500 pieces in jar $29.95 = Can be used for a wide range of mathematical
activities, whether the student is instructed to sort, use counting patterns or
create a chain link pattern by colour.
Linking Locomotives
Sequencing Set $129.95 = By using a locomotive that children can relate to real
life allows for students to engage with on a personal level and provides
students with a visual of identifying missing patterns.
Total: $279.95
The above manipulatives that I would purchase would allow for
students to have a real-physical presence within their learning (Boulton-Lewis
& Halford, 1992). An interlinked connection through the manipulatives and
concept of patterns would allow for most students regardless of learning
intelligence (Gardner, 2006) to recall and fluently apply their mathematical
reasoning to additional tasks.
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
Gardner, H. (2006). Multiple intelligences new horizons
(Completely rev. and updated. ed.). New York: BasicBooks.
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