Teaching New Conceptual Knowledge or Skill

Teaching New Conceptual Knowledge or Skill: Kindergarten Math

 

 

Danielle D. Mills

Florida International University

EDP 3004:

Naylet LaRochelle, Ed.S.

June 1, 2020

 

Abstract

 

Math in kindergarten is all about the essentials. Students will be able to learn how to count, tally, and recognize numbers up to ten. Students will also be able to sort objects utilizing solid props. They will also be able to get familiar with the ideal and concepts of more and less ordinal numbers, basic addition and subtraction and creating patterns. The best approach to introduce this ideal is the top- down concept. Using the top down concept instructors will be able to select certain materials that is align with the subject for students to be able to engage. According to research studies instructive materials are valuable to the degree because they encourage students to think in critical thinking ways.

As a kindergarten math instructor your everyday lesson plan entails mostly informal components, some artistic patterns and music, some motivated by greed and or rivalry’s, some playful and completive and some originating and intellectual curiosity. We live in a world that revolves around technology therefore teaching this subject using technology would be great approach which could offer video content, and examples for practice. The long-term goal is to start preparing students to learn material that could be applied in real – life scenarios helping them reach the next level in their education.

When Introducing a topic, the teacher needs to look at multiple or different approaches which motivate learners and encourage them to learn it. In teaching mathematics, teachers need to have fluency with examples and terms as well as an understanding about the nature of mathematical proficiency and knowledge of mathematical reasoning. This knowledge of mathematical skills or mathematical knowledge for teaching (MKT), which is unique for teaching mathematical subjects, is defined as the mathematical knowledge required to assess the continuing tasks of teaching mathematics to learners [12]. When teaching mathematics using innovative approaches can motivate learners to pay attention in class. Researchers suggest that not only should teachers understand mathematics but also have knowledge of their learners and pedagogical skills.

Gardella [3] advises that learning mathematics begins with making links to previous concepts and use of language that is familiar to learners to allow them to internalize the concepts. Mosvold [24] also suggests that teaching should be linked to real life. Teachers should not focus on explaining the rules and definitions when introducing a new topic in the classroom but should try to consider more interesting alternatives. Ma and Papanastasiou [2] assert that involving different instructional methods to begin a new topic in mathematics can have a positive influence on learners’ mathematics performance. Ma’s [25] findings revealed that instructional methods which involve practical examples or story problems related to everyday life and learning by pairs or small groups on a project also had statistically significant positive effects on learner mathematics performance in various mathematical areas. Ma adds that learner-centred cooperative learning is also more appropriate than teacher-centred lecture instruction to set the stage for learning a new topic in mathematics. (Author) Cockett and Kilgour [26] assert that the use of techniques which enable children to break away from the traditional classroom setting and instructional style can increase the learners’ confidence in solving difficult mathematics tasks. Posing questions can be an effective tool to stimulate learners’ thinking when introducing a lesson or a concept. Questioning approaches play a crucial role in the quality of learning, given that, when asking questions, teachers enable their learners to reason and develop their level of thinking

 

 

 

References

Durwin, C. &. (2017). Ed Psych Modules. Illinois: Sage Publications Ltd. Ginsburg, H., Woods, T. A., & Hyson, M. (2014). Preparing Early Childhood Educators to Teach Math: Professional Development That Works. Baltimore: Brookes Publishing. Riveria, F. (2014). Teaching to the Math Common Core State Standards: Focus on Kinfergarten to grade 5. Rotterdam: SensePublishers. Rosales, A. (2015). Mathematizing: An emergent math curriculum approach for young children . St. Paul, MN: RedLeaf Press.

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