Document details

Document details

Teaching math in an effective way to primary school students can be a difficult task, and many teachers are torn between whether they are overwhelming their young students with math concepts or teaching them too little. Samara and Clemets begin their article by stating three research findings regarding why math is so important when teaching primary grade students. The first finding is effectively teaching math is critical because young childrens grasp on math in their early years can be a determining factor for their success with it in later years and can predict later math and reading achievement, making it a core subject in learning and thinking. The second finding is that all children can learn challenging math and have more ability to do so at a younger age than we give them credit for. An example is given of a first-grader who describes how she is having trouble using a teachers method of addition, holding up fingers, because she can do the addition perfectly fine in her head the teachers method is causing her trouble but she continues to use it because it is expected of her. Samara and Clemet state that children should be allowed to use their own creative methods for problem solving- teachers should support creative thinking in mathematics. The third finding listed is that a teachers understanding of mathematical and thinking development in children can help teachers teach effectively and children learn to the best of their potential. Samara and Clemet introduce the idea of math learning trajectories, a three-part method of teaching young children mathematics tailored to their development, understanding, and creative thinking.Samara and Clemet tell us that learning trajectories have three parts. The first part is the mathematical goal. This is the big mathematical idea that is being taught, such as addition can be used to solve a variety of number problems. The second part is the developmental path, or the developmental levels of thinking leading up to...

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