I thought we have done this question before?
As parents, many of us are, in one way or another, involved in our children’s learning journey in Maths at some point in their primary school years.
For those who are able to explain Mathematics concepts to our children, do we only spend time discussing those questions that our children have answered wrongly? Are we the ones doing the explanations most of the time? Are our children who are on the receiving end, sometimes nodding their heads even if they are not really sure what we are explaining? How often do we get our children to explain their solutions to us, even the correct ones?
From my experience working with children in schools and even my own son, I would be discussing some strategies that you could use when you are involved in your child’s learning journey in Math.
I will be discussing mathematical reasoning and communication in a series of posts.
What is mathematical reasoning and communication?
As of 2007, MOE has included mathematical processes such as:
mathematical reasoning,
communication and making connections, as well as
applications and mathematical modelling
into the teaching and learning of mathematics (MOE, 2007).
Mathematical reasoning refers to the ability to analyse mathematical situations and construct logical arguments. Communication refers to the ability to use mathematical language to express mathematical ideas and arguments precisely, concisely and logically. It helps students develop their own understanding of mathematics and sharpen their mathematical thinking. It is important that students apply mathematical problem-solving skills and reasoning skills to tackle a variety of problems, including real-world problems. (extracted from MOE website above)
If you would like to find out more about the Mathematics framework in Singapore, you can refer to the link - http://www.moe.gov.sg/education/syllabuses/sciences/files/maths-primary-2007.pdf
~ Mrs Teo
Serena's Greenhouse Learning Centre
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