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Numeracy

Discuss About The Knowing And Learning Mathematics Teaching?

perform our regular routine mathematics is essential to understand. Individuals get an idea about the basic elements of the mathematics from their kindergarten or pre-school. This learning develops the foundation of the advanced mathematics concept (Siemon et al., 2015). Individuals apply the concept of the mathematics when they are waiting for the bus, watching any TV program, purchasing and paying in the super market, measuring ingredients for cooking or doing some calculation in their daily life.

On the other hand, mathematics can be defined as the science of formation, the classification that is executed from the measuring, counting describing of a specific object. The term mathematics is associated with the relationship and measurement of the quantities.

Numeracy is considered as a skill, which is used for the application of the mathematical ideas in every field of daily life. Numeracy includes in recognizing the concept of numbers, sorting, counting, measuring, addition and subtraction (Nicol, 2016).

According to the learning framework of Early Years or EYLF(DEEWR, 2009, p.38), numeracy refers to the capacity, disposition, and confidence to apply the concept of mathematics in the daily routine of life.

As per outcomes 3 (p.32): Children give a demonstration about the spatial awareness and make them such aspect-oriented, they move forward through their environment, which ensures their confidence and safety.

Outcome 4: (p.35): In order to record, communicate and organize the mathematical concepts and the ideas children develop and use the representation.

Differences between the numeracy and the mathematics concept with proper examples

Children get the mathematical concept before they start their school and there the numeracy skill is started to grow during the pre-school. However, evidence shows that the concept of mathematics and the numeracy can be similar and different at the same time. Students develop their knowledge and skill in the mathematics at their early childhood stage and this is based on their own context. However, when a child learns to count then they start to obtain the answers to the questions of "How many" in various vital incidents. Therefore, when a child recites a poem, which is formed by the sequence number can be sung easily and the child has no intention to apply their knowledge in this context.

 It has been found numeracy has a big difference from the mathematics. As for example, in order to give happiness to the friends the children distribute lollies equally as it helps them to escape from the social chaos. On the other hand, children often use the timer while playing a computer program in order to get a transparent turn. Such type of application of the mathematics concept leads the children to face the challenge in the schools, home, and shopping centers. To resolve this issues the children need to improve their knowledge and skill in math and they have to apply it in different situations of their daily life.

The main resource of this activity is the vegetable, which is derived from the farm. A table is placed at one of the corners among the many corners of the classroom. A board is arranged behind the table that is showing the pictures of different vegetables. Different vegetables are kept in different baskets along with the price tag. The types of the vegetables are potatoes, broccoli, pumpkin, tomato, and onion. A small basket is arranged to keep the money and the measuring scale.

Numeracy is associated with various EYLF Learning outcomes

Children can get real-life experience from buying vegetables and fruit. This kind of activity is beneficial for the students to improve their mathematical skills. Through such activity, the children are able to practice many processes include estimation, quantity, and measurement. Children are able to participate in counting, weighing and figuring the price of product per unit by utilizing such activity. This approach is effective for the children to identify the value of the money and they will be able to carry out the practical shopping. On the other hand, they understand to measure the total cost by adding each price of the product. Therefore, children can make a comparison based on the price of different vegetables. They also get an idea about the discount price from the educator. Children can obtain knowledge regarding the use of coin or money.

This present activity is established at one corner of the room. A table is situated at the corner, which consists of different baskets with different vegetables along with their price. Another basket includes coin and a measuring scale. Educators will give the children instruction that they are going to buying the vegetables. A list of vegetables will be provided to the children that they have to buy. Firstly the children need to go to buy the vegetables that are present on their list. As for examples they have to purchase 5 tomatoes and keep them in their bucket. Then he or she will provide to the shopkeepers (who is also a child). Then the shopkeepers will put the purchased vegetables on the measuring scale and they say its amount and price such as 1kg for 3$. Then the child gives $3 from the basket of the coin and gives it to the shopkeepers. Therefore, another child has to do the same process.

The main resources of such activity include cards along with numbers that are written on them. The cards are from 1 to 10 and some boxes are taken with 55 counters. The shapes of the counters are the circle and the color is red. A mat is arranged to perform the activity.

Cards and counters are considered as the mathematical activity to enhance the existing skill and knowledge of the children. Children will get a clear knowledge that each number is prepared based on the different quantity and it helps the students to enhance their counting skill. This activity helps the children to learn the number sequences and they identify the separate units for each number. Through this activity, the children can detect the number and by using the counters they can make larger numbers. This is an open-ended activity thus the children are able to make different shapes by using this counters or they can stack the cards or the counters In this current activity, the child will sit on the mat to perform the activity. Then they have to arrange the number cards by leaving a little but the same gap between each card. When the child sees number 1 then they take one counter and place it under the number 1. Every red counter represents a specific unit and this gives a clear idea to the child that every number is made up of different quantities. Next, the child will take two counters and put it under the number 2. Hence, this process will be continued till the children complete the 10 number. After finishing number 10 the children can found that no counter has been left, which ensures that the children have placed all the cards according to the numbers.

Differences between the numeracy and the mathematics concept with proper examples

This activity allows the children to prepare various shapes by using the counters. Therefore, the children can play with the number cards and recognize the numbers.

Evidence shows that to improve the mathematical skill play is an effective activity.  Through the playing, the children are able to resolve their mathematical problems by using the numbers. This boosts the knowledge of the children in recognizing the numbers

Various sizes of wooden blocks, shapes and the basket are the major resources of such activity. A mat is taken to keep the wooden blocks while the students are playing.

Construction of the wooden block gives the children confidence to participate in demonstration and symbolization. This activity allows the children to understand the reasoning, comparison, thinking, and sequencing. Children can develop a clear mathematical concept regarding size, space, weight, and shape. Children are able to improve their imaginary and creative power. However, such activity helps the children to resolve their issues regarding the mathematical concept and they are able to move forward in developing a common objective.

Learning is often considered as the incidental in the classroom at the early childhood. It refers that if the environment of a classroom is rich with the resources then the children get a scope to learn things through their own way. In this situation, no teaching is required as children are able to learn things through themselves. As for example, when the children observe the wooden blocks in the basket they got an idea to play with them. As a result, they pick the blocks and stack them one by one. This allows them to identify how long the length of the wooden block is. On the other hand, they can arrange the blocks according to their color, shape, and size. Therefore, by counting all the blocks they can prepare different designs. Such designs highlight different dimensions and can generate a 3D shape. This activity can be linked to the learning outcome 4. This activity allows the children to execute a range of methods and skills include hypothesizing experimentation, investigation, researching, inquiry, and problem-solving method.

Plastic cubes with different colors, pencil, and papers are the main resources of such activity. Small cards are taken on which educator has written the additional sums.


Application of linking cube is one kind of primary activity, which is effective for the children who are in grade 1. This activity leads the children to understand the concept of addition by using the cubes. They also learn about the process as well as the sign of addition. They can generate the idea through such activity that addition can be done by putting two numbers together. On the other hand, children will be able to read and write the different numbers by performing this activity.

Application of the linking cube is an effective way to carry out the addition problems through two ways. In this activity, some cubes are one color while few others have different colors. In this activity, the child read the question 3+1=. Then they put one cube first then place another 3 cubes and join them together. Then the child will count these entire cubes and say 3+1=4, and put this answer in the paper properly. Then the child makes a turn around the cubes and writes 1+3=4. This activity allows the children to make their addition problem or they can develop their own sums by using such cubes. Then they can write it properly. The main purpose of this activity is to reveal the inverse connection of addition. That is 1+3=4 and similarly, 3+1=4.

Use of cordless phone is very common for the children as they like to play with it. This kind of game is useful to enhance the learning ability of the children and to increase their mathematical skill. In this activity, they press the number via phone and improve their ability to identify the number. By doing this activity the children will get the scope to identify the problems and to generate solution regarding this problem. Children can improve their social skill besides the mathematical skill through this activity.

Use of cordless phone is an important tool to maximize the mathematics skill of the children by involving them. In this game maximum children try to copy their parents one acts as mummy and other one acts as daddy. They act like they are talking to their friends, doctor or another person. This activity ensures that the children are flexible with the technology in the modern world and this also helps to clear their concept of mathematics.

References

Anna ,G .(2014). Math activities with unfix cubes. Retrieved from: https://www.themeasuredmom.com/math-activities-unifix-cubes/

Fantini.K ,(2015). The Importance of Block Play for Children. Retrieved from:https://earlyyearstraining.com.au/blog/the-importance-of-block-play-for-children/

Kaye. Farm Shop Role-Play Area Retrieved from https://www.sparklebox.co.uk/gallery

Nelson ,K .(2015).6 Hands-On Center Ideas for Using Technology in Pre-K and Kindergarten. Retrieved from:

Nicol, C. (2016). Knowing and Learning Mathematics for Teaching. Selected writings from the Journal of the British Columbia Association of Mathematics Teachers: Celebrating 50 years of Vector, 355.

Number Cards and Counter.(n.d.). Retrieved from https://www.montessoriworld.org/Math/crdcount/crdcount.html

Siemon, D. E., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2015). Teaching Mathematics. Oxford University Press.

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