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Essay / Research Paper Abstract
This 9 page paper looks at how division may be taught to children, looking at the different ways a rectangles may be divided, the use of tables to identify a pattern, and how these can be used to show a student how maths and division works. The bibliography cites 4 sources.
Page Count:
9 pages (~225 words per page)
File: TS14_TEmaths2.rtf
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Unformatted sample text from the term paper:
may not realise. They may divide sweets or types, and as such in looking at the basis if the lessons we need to consider the general approach.
Children start counting from a very young age, recognising singular and multiple amounts of items. This learning is encouraged by the everyday activities a child
faces, even with activities such as meal times and watching television. This basis of everyday situations can be used to conceptualise the issue of counting for a child when they
reach school age. In conceptualising along these lines it is then possible to extend the boundaries and encompass a broader variety of mathematical activities as the pupil sees a direct
relevance to their everyday life. Therefore when building the lesson plan the background and existing knowledge needs to be appreciated, but recognised as a varying factors. There are many
ways of designing a lesson such as this. The use of a curriculum design model where we have set objectives that are then used to allow the child to earn
will help give a structure to the lesson development (Davies, 1976). By using a model we can then look at how this can be used to develop the lesson plan.
The ability to perform division in terms of visual objects as well as numbers is a method of enhancing the level of
understanding. This is also the way children and adults may find easier to learn the concepts of division, and place them in a real conceptual paradigm (Goddard, 1995). There are
many ways that a rectangle can be divided in half. By a rectangle we are looking at a four sided parallelogram where the those opposing sides are the same size
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