STRATEGIES IN TEACHING NUMERACY L5 (1).pptx

Strategies

1. EPM 225 Strategies for Teaching Numeracy and Science By A. SEKGOMA SEMISTER 2 2024

2. Children’s literature in numeracy development Students are motivated and engaged in learning when children’s literature is used and are more apt to understand the concepts as it is presented in a story format ( Wilburne & Napoli, 2008 ) R esearch shows that the use of children’s literature helps these anxious students feel more comfortable within the math classroom as they are learning about a story instead of algorithms to memorize (Alkan,2013)

3. Children’s literature in numeracy development Not every student learns the same way and using children’s literature allows the teacher to meet the needs of students who are visual, auditory, and in some instances kinesthetic learners . It also allows the students who struggle with math but excel in reading a chance to feel comfortable within the math classroom as they are getting to use their reading skills while they are working on math concepts (Ambrose, 2004 ).

4. Children’s literature in numeracy development McKeny and Foley (2013) state a classroom environment where children’s literature acts as a basis in the classroom makes for a student-centered mathematics classroom. In this environment students have proven to remember mathematical concepts and obtain a deeper understanding of the concepts they were learning

5. Children’s literature in numeracy development Children’s literature is fundamentally reminds students of their own lives. This provides students with a narrative structure with which to develop mathematical thinking and language as they interact with the characters within the story Children’s literature provides a meaningful context as the mathematical skills is being told as a story. The use of story books gives these students situations in which they should use the mathematical concepts being taught in a 7 variety of situations

6. Children’s literature in numeracy development Concrete manipulatives along with the use of children’s literature helps students develop a better understanding of mathematical concepts (Yang, Lai, Yoa , & Huang, 2014 ) manipulatives to reinforce a concept taught with a piece of children’s literature to ensure students fully understand and grasp the mathematical concept

7. Children’s literature in numeracy development The use of children’s literature while teaching mathematics promotes student’s understanding of mathematical concepts at a deeper level, have a real-world connection, and be able to explain concepts learned to their peers . Students not only benefit from the mathematical concepts being taught but the reading comprehension skills as well. Students benefit socially by having many opportunities to share their learning with their peers, teachers, and community in a variety of medias. Teachers can use literature in math on a daily basis as they introduce new concepts and work with their students

8. How to Select Appropriate Literature to Enhance Mathematics Instruction Mathematical integrity : The mathematical components of the book are accurate. In fiction, the mathematics reflects functional use in believable contexts. The ideas and concepts in all genres are accessible to the reader. The tone of the book promotes healthy mathematical attitudes and dispositions. Potential for varied response : The tone of the book is invitational rather than didactic. An aesthetic dimension : The book heightens the reader’s awareness and appreciation of form and design. The language and/or the illustrations appeal to the reader’s senses and emotions. The design and format of informational graphics (e.g., charts, tables and graphs) are visually pleasing and appealing to young readers’ interest. Visual material complements and extends the text. Ethnic, gender and cultural inclusiveness : The content, language and illustrations promote racial, cultural and gender equity. There are no instances of stereotyping or rasi sm . Cultural representations are authentic.

9. Benefit of Children's Literature in math instruction Math ideas are taught in the context of a story Combines integrated studies with reading, writing, speaking, listening, etc. Advances mathematical thinking Thwarts math anxiety and creates a less math anxious classroom milieu Permits for a variety of responses Allows for historical, cultural, and practical applications and connections May promote the use of certain math manipulatives as it relates to the story A teacher can evaluate a child’s understanding by reading/questioning