Download Teaching Maths to Pupils with Different Learning Styles by Tandi Clausen-May PDF

By Tandi Clausen-May

Some students locate even uncomplicated innovations in arithmetic tough to know so making classes available to all could be demanding.

This publication bargains practicing academics a number ways that may aid suffering scholars. via following its recommendation, you can also make maths obvious and tangible - no longer anything that simply lies flat at the page.

The publication seems at other ways of training maths to be able to stimulate students with diverse studying kinds. It includes:- principles for lesson actions- feedback for stimulating, visible how one can educate easy strategies- plenty of useful recommendation and guidance.

It will motivate you to take advantage of a number of how you can educate the topic, exhibiting how you can free up arithmetic for your entire learners.This resource will entice maths academics in fundamental and secondary colleges, SENCOs and instructing assistants.

Tandi Clausen-May is a important Researcher on the nationwide beginning for tutorial learn, the place she is liable for the improvement of a number of curriculum and overview fabrics. She contributes usually to the days academic complement, and offers well known workshops round the united kingdom on instructing mathematics.

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Extra info for Teaching Maths to Pupils with Different Learning Styles

Sample text

They can be understood spatially. But the numbers can get in the way. 36 9620 CHAP 5 36-45 17/8/05 1:49 pm Page 37 5 ■ FRACTIONS The problem with fractions is that, like so much of mathematics, they are usually represented with numbers. So the universal representation of three quarters, for example, is 3/4, not or or or or or 0 1 2 Each of these diagrams offers a possible interpretation of the symbol 3/4. And like numbers represented on the Slavonic abacus, each one also carries a representation of the complement to the whole – the ‘missing’ quarter.

The key to understanding place value is scale. ■ The key to the representation of place value is movement. a) Whole Number Place Value Place value in our number system tells us the size of a number. Because we use a decimal system, place value gives us the size in powers of ten – 1s, 10s, 100s, 1 000s and so on. Any number, no matter how big, is broken up into its constituent powers of ten – so three hundred and seventy-six, for example, is exactly what it says: three hundreds, seven tens and six ones.

2s 2s 2s This gives a kinaesthetic and visual meaning to the process of ‘collecting like terms’, in a meaningful mathematical context. com). A series of patterns that grow according to a regular rule offers a useful context for writing a meaningful generalised expression. The algebraic expression for the nth member of the series can be pulled directly out of the patterns. The series can start simply, but combine and build up to more elaborate patterns which are represented by complex, but still meaningful, expressions.

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