Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Download
Standard view
Full view
of .
Save to My Library
Look up keyword or section
Like this
3Activity
0 of .
Results for:
No results containing your search query
P. 1
Learning Mathematics: A Case Study: Visual Perception Techniques in Geometry

Learning Mathematics: A Case Study: Visual Perception Techniques in Geometry

Ratings: (0)|Views: 429 |Likes:
Published by 112578
This case study focuses on teaching preschool to kindergartner learners about mathematics through the use of visual perception techniques.
This case study focuses on teaching preschool to kindergartner learners about mathematics through the use of visual perception techniques.

More info:

Published by: 112578 on Jul 02, 2010
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as DOC, PDF, TXT or read online from Scribd
See more
See less

11/09/2012

pdf

text

original

 
Learning Mathematics 1Running head: Learning MathematicsPeaches M. HubbardLearning Mathematics: A Case Study: Visual Perception Techniques in GeometryJones International University, OnlineDr. Felicia Taylor April 25, 2009
 
Learning Mathematics 2AbstractKindergarten is where most students build a fundamentalknowledge of mathematics. Pre-school aged children are taught numbersand shapes but usually through the process of recitation for memorization.Kindergarten is where students improve upon their basic understanding of what their numbers are, to how they can apply these numbers to create asimple problem solving strategy. In kindergarten students learn aboutnumbers via pictures, manipulatives, class work and workbook content,and through various artistic means, such as singing or game play. Asstudents get older they begin to see what learning style suits them, andhow they can incorporate that learning style into their class work or studies. Kindergarten students may not be as advanced in theiunderstanding of what motivates them to learn, but through previousexperience and the knowledge of working with and having my ownchildren I have come to realize that children need visual stimuli to promote learning. Therefore, the goal of this assignment is to discuss theneed and understanding of visual perception in mathematics; its uses, thetheories that support its use; and how to incorporate visual perceptiontechniques in mathematics curriculum.
 
Learning Mathematics 3
Table of Contents
Title Page1Abstract2Table of Contents3Introduction4TopicStudent Demographics4Student Population5Curriculum & Assessment Procedures6Mathematics Topics and ConceptsConcepts & StandardsSection III: Assessment Instruments7 - 8Case Study Background9Introduction to Assessment Instruments10Lesson Directives and Assessment Questions11 - 14Interview Questions15Visual Perception Techniques in Geometry16Section IV: Pre Assessment Results (Clean Copy of Pre-Assessment)17 - 19Written Assessment Rubric Table I20 - 26Written Assessment Summary Rubric Table II27Evaluation Summary28 - 29Instructional Plans and ActivitiesLesson Plan I (P. 30 – 35)Lesson Plan II (P. 36 42)30 - 42Instructional Plan Implementation42Ending Notes for Instructional Plan43 - 44Section VII - Post Assessment and Results(Clean Copy of Post- Assessment)45Written Assessment Open-Ended Rubric Table III46 - 52Summary of Open-Ended Response53Evaluation Summary54 - 55Student Work Samples (Post-Assessment)56Post Assessment Notes57Comparison Table (Post-Assessment Wrap-up)58Conclusion60JIU Consent Form61References62 - 64

You're Reading a Free Preview

Download
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->