EDN351: “Children’s Beliefs About Counting”- Article - Sociology Assignment Help

Assignment Task:

Task:

[1] Throughout this unit an emphasis has been placed on a model for teaching mathematics called Do, Talk and Record. This model is based on the insights of researchers such as Piaget, Dienes and Bruner about how children learn. Bruner describes three modes of representation of mathematical concepts which he calls enactive, iconic and symbolic.

a) In your own words describe how you would use a Think Board to assist a Year 3 student useenactive, iconic and symbolic representations using an Equalise problem as an example?
b) Provide three (3) focus questions that would assist the student to understand the operational aspects of the activity rather that the calculations.

NUMBER AND PLACE VALUE

[2] Penny Munn in her article “Children’s beliefs about counting” discusses how young children often think of counting simply as a social activity rather than a means of quantifying. Key Understanding One in the First Steps Understand Number chapter describes more sophisticated ideas about counting, that goes beyond the basic counting principles. Learning to trust the count is one of those ideas.

a) In your own words explain what is meant by trusting the count and give one example of a child’s behaviour that could provide evidence that he or she ‘trusted the count?
b) There are five principles for counting a collection that children need to learn. Describe three behaviours related to these principles that would indicate a child does not yet trust the count.

[3] Consider this word problem:
The path along the side of Kim’s house measured 20.75 m long. Kim then extended the path another 6.5 m to reach his back garden. How long is the path now?
a) Name the problem type and identify the unknown (the word, not the number).
b) Write two more word problems using the identical context and lengths, but with different unknowns. Identify the unknowns for each problem (the words, not the numbers).
c) For one of the new problems, write a semantic number sentence and the equivalent number sentence that you would put into a calculator to solve it.
d) Draw a part part whole model to represent the other new word problem.

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