UNIT 3: CYCLE-TASK - TASK 3

PRESENTED TO:

MARISOL SÁNCHEZ RINCÓN

CODE: 1120373742

TUTOR

HENRY LENIS

551032_3

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD

PROGRAM OF ENGLISH AS A FOREIGN LANGUAGE

DECEMBER 2018
 INTRODUCTION

Throughout the course the importance of English in the teaching of mathematics was
evidenced, it is also evident the great importance of didactics in the way of teaching this
subject of such importance for the academic growth of the students.

A series of very important recommendations are given when teaching this area, among
which are Teach number and operations using a developmental progression, Teach
geometry, patterns, measurement, and data analysis using a developmental progression, Use
progress monitoring To ensure that math instruction builds on what each child knows,
Teach children to view and describe their world mathematically, these are basic parameters
for the teaching-learning process to which one we are going to link

Describe how the practice guide panels determine the level of evidence for each
recommendation and explain the criteria for each of the three levels of evidence: solid
evidence, moderate evidence, and minimal evidence
The historians of mathematics are a very well structured corporation, which is part of the
corporation of science historians. Pepe (1990), a historian of mathematics, who wrote:
"Today, the theme of the relationship between history and the didactics of mathematics can
be put in a very effective, more effective than in the past: they are autonomous from each
other and can cooperate for the development and dissemination of the mathematical culture
", that is, mathematics day after day is much easier to introduce into the daily experience of
students, mention in some of my works the importance of schedule that is given to each
student at home, ie if the school has its weekly schedule of mathematics and at home
parents take time for the student to expand their knowledge and in the afternoon or free
time the student has one or two hours a day of mathematics, very surely his academic
performance would improve notably

This is why it is simply a matter of putting into practice some didactic resources and
implementing the mathematics in a creative way so that in this way their learning is much
more bearable for the students, in this practice the positive part of the teacher's interaction
is seen in the teaching-learning process and the role of the father of the family for the same
process.

They provide a series of parameters that are of great help at the time of teaching, are
provided as important guidelines, among which are:

Teach number and operations using a developmental progression.

• First, provide opportunities for children to practice recognizing the total number of
objects in small collections (one to three items) and labeling them with a number word
without needing to count them.

• Next, promote accurate one-to-one counting as a means of identifying the total number of
items in a collection.

• Once children can recognize or count collections, provide opportunities for children to use
number words and counting to compare quantities.
• Encourage children to label collections with number words and numerals.

• Once children develop these fundamental number skills, encourage them to solve basic
problems.

Teach geometry, patterns, measurement, and data analysis using a developmental

progression.

• Help children to recognize, name, and compare shapes, and then teach them to combine
and separate shapes.

• Encourage children to look for and identify patterns, and then teach them to extend,
correct, and create patterns.

• Promote children’s understanding of measurement by teaching them to make direct

comparisons and to use both informal or nonstandard (e.g., the child’s hand or foot) and
formal or standard (e.g., a ruler) units and tools.

• Help children to collect and organize information, and then teach them to represent that
information graphically.

Use progress monitoring to ensure that math instruction builds on what each child
knows.

• Use introductory activities, observations, and assessments to determine each child’s

existing math knowledge, or the level of understanding or skill he or she has reached on a
developmental progression.

• Tailor instruction to each child’s needs, and relate new ideas to his or her existing
knowledge.

• Assess, record, and monitor each child’s progress so that instructional goals and methods
can be adjusted as needed.
Teach children to view and describe their world mathematically.

• Encourage children to use informal methods to represent math concepts, processes, and
solutions.
• Help children link formal math vocabulary, symbols, and procedures to their informal
knowledge or experiences.

• Use open-ended questions to prompt children to apply their math knowledge. • Encourage
children to recognize and talk about math in everyday situations.

Dedicate time each day to teaching math, and integrate math instruction throughout
the school day.

• Plan daily instruction targeting specific math concepts and skills.

• Embed math in classroom routines and activities.

• Highlight math within topics of study across the curriculum.

• Create a math-rich environment where children can recognize and meaningfully apply
math.

• Use games to teach math concepts and skills and to give children practice in applying
them.

These are fundamental recommendations regarding the teaching of mathematics, for

example about taking each step-by-step process looking for the identification of the
students, looking for recognition, in the didactics of mathematics it is very important to
encourage children to learn and include this In their everyday life, it is also suggested to
encourage students to use informal methods to represent concepts, processes and solutions
of mathematics.

There are practices that have favored this educational process of inducing students to
mathematical knowledge and it is very gratifying to know that mathematics can be grown
in everyday environments, The ideas held by Frege on semantics appeared suitable for
looking at the interpretation of symbolic expressions of algebra (Arzarello, Bazzini and
Chiappini, 1994a, 1994b, 1994c). The epistemological triangle by Frege (1892) was
applied to algebraic expressions in order to distinguish between two basic components
(sense and denotation) of an algebraic expression. Although we were conscious that Frege
was not interested in the thinking of children, and he possibly would have rejected a
psychological interpretation of his terms, the distinction between sense and denotation of a
given algebraic expression seemed to be very useful in the investigation of algebraic
thinking. According to these lines, we adapted the Frege’s model to our purposes.
Following Frege's terminology, we distinguished between the sense and the denotation of
an expression: the denotation of an expression is the object to which the expression refers,
while the sense is the way in which the object is given to us.
 CONCLUSION

To conclude we can say that mathematics is a fundamental subject in the academic

orientation of the students, the mathematical thought and the tools that during the course
were presented are of vital importance for the incentivation of knowledge and the
transmission of it in a didactic way. so that students do not see it as a monotonous area but
as a great learning opportunity

As this amount of tools presented above is presented, it is important to keep it in mind at

the time of the teaching-learning process for the teaching of mathematics didactics, and
once again I reiterate the fruitfulness of motivating students to include in their daily lives
day after day. logical and mathematical thinking
 REFERENCE

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Arzarello F. & Bartolini Bussi M. G. 1998, Italian Trends in Research in Mathematics

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towards a theoretical framework, Proceedings PME-XVII, Tsukuba, Japan, Vol.I, 138-145.

Arzarello F. , L.Bazzini, G.Chiappini, 1994a, 'The process of naming in algebraic thinking',

Proceedings PMEXVIII, Lisboa, Portugal, Vol.I,.40-47.

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