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Getting Ready in Numeracy (GRIN) Education

   

Added on  2021-01-09

10 Pages1258 Words132 Views
Getting Ready in Numeracy (GRIN) Education_1
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INTRODUCTIONThe poor learning rate in numeracy and mathematics demands for the improved teachingmethods and numeracy intervention programs especially in primary schools. The numeracyprograms and strategies help students to overcome the difficulties in learning mathematics (Artztand et.al., 2015). The report will provide the review and analysis of such intervention programsand how they are reflected in current education system in Australia. 'Getting Ready in Numeracy (GRIN)' Intervention program The aim of this intervention program is to identify the students who have been falling innumeracy skills and to promote their mathematical and numerical capabilities. With theseprograms students are prepared for the numeracy learning through motivation and skillsdevelopment. These programs are very helpful as they develop necessary skills and preparednessamong students so that they can be made capable of transferring into mainstream classrooms. InGRIN program focus on minimising the cognitive burden of students. The key approach under this program is that before initiation of the study class teacherprovides brief of language and skill requirements for the next classes. The tutor then interact withthe students in group of two or three so that students can get familiar with the mathematical toolsand languages (Duch and Gennetian, 2018). Tutors also explain them the basic concepts relatedto numeracy and the strategies which can help students to have better learning in the actualsessions or class. The motivation and assistance provided through GRIN motivate students sothat they can overcome their fear and hesitation related to numeracy and can fully concentrate ongaining knowledge. Cognitive guided instruction (CGI) strategy for teaching numeracy CGI is one of the most effective and student centred numeracy teaching strategy. Insteadof executing a mathematics curriculum with this strategy teachers aims to enhance the existingknowledge of numbers and intuitive problem solving approach. By adopting this strategyteachers asks students smart questions so that mathematical understanding can be enhanced.They key process behind this strategy is to emphasis on though processing of students so thatthey can solve mathematical problems accurately instead of directly focusing on end output. The use of story problems, giving chance to students to use their own cognitive thinkingto address the problem is very impressive and effective way to enhance the student participationin the numeracy learnings (Kalyuga and Singh, 2016). Though allowing students to explore the1
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