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MTH156 / MTH 156 / (MATH 156) / Week 2 DQs

MTH156 / MTH 156 / (MATH 156) / Week 2 DQs

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Published by Number1Tutor
MTH156 / MTH 156 / (MATH 156) / Week 2 DQs
MTH156 / MTH 156 / (MATH 156) / Week 2 DQs

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Week Two Discussion Questions

• Do children solve problems differently than adults? Explain why and what a teacher may do to help them.

Kids do solve problems differently compared to adults. The major reason is experience; in case a kid hasn't had to solve a lot of things even at home then they haven't had time to experience their problem solving abilities. When requesting a kid to solve a problem they will provide you with solutions which are actual and definite. Instance: if a kid attempts to solve 1+2 they might give 12 as the answer, one reason might be that they have not had knowledge about operations. When they grow older and know the

By taking out the color from the shape the student . A teacher may help the students cultivate their problem solving abilities by providing them problems which creates and grows their thinking process. Adults have learned problem solving abilities and not just work out problems in the actual and definite but additionally in the abstract or in theory. red .blue. • How would you use patterning in teaching elementary mathematics? Describe an activity you would use for a specific grade level.procedure for operations and when requested to solve the problem again they will say 3. In kindergarten a teacher must have the students begin to master the ability of getting patterns. like chips. An adult will know to take dimensions to have the square footage of the floor. by doing this the students can learn the process of elimination. Instance: say we wish to know how much carpeting we require for a room. and group projects which allow students to work collectively to solve a problem. bears. after that I would do two red . a teacher may use actual things for example blocks. I would begin the students out with shades.one blue . I would begin with patterns of red .one blue. I would use patterning in teaching basic mathematics to train the students that if you can observe a pattern quickly in the problem you can forecast a possible right result or a correct solution. I think the best place to begin teaching patterns is prior to entering school but otherwise I would state in kindergarten.blue. after that add one more color two red . While at the shop the carpet person request how large do you need carpeting? A kid may extend their arms and twirl around stating we require it this big. A teacher may listen to the suggestions the students came up with as well as motivate the students towards the better suggestion by asking them questions concerning the suggestion. two red . I would after that have the students create their own patterns prior to getting to things without any color but has patterns like pasta noodles. In order to motivate the students thinking process.one blue. and letters. blocks.one yellow. numbers. games. A teacher may also review the solutions which may not work. chips.

threes. When the students can make shapes using the pasta by themselves I would move them up to finding shapes with numbers. after that an up and down pattern like 1232123212321 here the 1 begins the pattern but additionally finishes the pattern. . after that 123123123.won't be able to easily identify the shape however we will use the pasta exactly the same way we use the colors. I would begin with 121212. and so forth since I believe if a kid can do this then they might have a better time learning their multiplication tables. One more pattern I would like to provide the students is being capable to count by twos.

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