Strategies of Teaching Mathematics for Children

(Glenda Bradley, 2013)Strategies of Teaching Mathematics for Children
Introduction
This program developmental sequence and relevant to the children current learning experience
addressed the Number and Algebra content strand outlined in Year Two learning scope devised
by Australian Curriculum. The key content descriptors of the strand include describe patterns
with numbers and identify missing elements (ACMNA035), solve problems by using number
sentences for addition or subtraction (ACMN036), explore the connection between addition and
subtraction (ACMNA029) and solve simple addition and subtraction problems using a range of
efficient mental and written strategies (ACMNA030).
The Context and the Mathematics
The development sequence plan has been developed for F-7 year 2 students in Georgian Primary
School in North Suburb consisting of 20 students, 11 boys and 9 girls. The class is very diverse
that includes various students’ learning styles, abilities, and needs. There are 3 students with
NEP for writing and math and one is diagnosed of ADHD.
Despite students being in same age group, they display various capabilities in mathematics. Due
to the students having varying needs and capability, it was only sensible that teaching students
includes customized teaching, and various class activities that can cater for learning needs of
individual students. Students are arranged in three group according to differentiate development
level and instructions. One group of struggling, 2 group of average, and 1 group of gifted
students.
The main objective of learning this unit was to improve the learners existing knowledge of
patterns and classification in mathematics operations while developing their ability to grasp
knowledge in numbers with the main focus being on subtraction and addition. Students used
concrete materials, developing pictorial, computation or abstract level of understanding.
Assessment was characterized as questioning, elicit, listening, responding to student thinking in
order to move that thinking and understanding forward and written assessment.

The Assessment Task
There are various strategies that I used to assess the year students. They include discussing what
they did in addition and subtraction while in year 1. There are various examples that we did to
teach and learn this unit in mathematics. I used various methods to teach and they included using
visuals, creating connection with students and attending to their needs in regard to their
capability. I addition we used pictures, both physical and in a computer, for instance, to teach
them on making patterns and how to use them in addition and subtraction. According to
Catherine, an American teacher, young kids create a long lasting impression on their minds when
they learn practically and aided by visuals such pictures. Secondly, I tried to connect with them
by using common and real examples to connect. This was to help them relate the operations unit
with real life and daily activities everywhere including their homes. For example, I asked them to
and quantify the number of exercise books each is having.
In accordance with the syllabus, the kids were grouped in small groups of five students and the
various and then were tasked to do some work together. The task that they were to do was
drawing patterns, describing the patters using numbers. In addition, they performed some
operations which written in words.
I supervised all the groups and ensured that every group attempted to work on the tasks that I
gave them. And as the teacher I ensured that every member of each group was totally involved in
the group activities during the session. In making the groups I used the record of the
performances of each student and thus ensured that I mixed both fast learners and slow learners
in one group. The students that needed more attention were those with ADH who had difficulties
in piecing their together quick enough. Various samples of the students are in Appendix 1 and 2.
As for the case of students with challenges, that is, those with ADH, I gave the personalized
supervision as they were doing the group activities.
After it was done I assessed their work and majority of them were above average.
Reflection and Discussion
As a teacher there are various ways to ensure that a unit has been covered and that students have
indebt knowledge concerning the unit at the completion time. The questions a teacher asks are;

1. What I wanted students to know how to do when we completed operations unit.
2. The tasks which revealed if the students were able to achieve the set out goals
3. The activities in and out of class which reinforced my learning objectives and prepare
students for assessments (Donald C. Orlich, 2009)
This questioned formed the basis of assessing the students. Firstly, I realised that over 75 percent
of the students performed exemplary when doing the class task in groups (ASCD, 2014). And
majority of them in addition were more engaging with me and their fellow students in doing the
tasks that I had given them (Handley, 2012). This is explained by statistics which prove that
students are more at ease to seek clarification and more information from fellow students than
teachers. For instance, the learners were able to identify various patterns and perform addition
and subtraction tasks that I gave them more quickly while in groups than individually, as can be
seen in the evidence in the appendices at the end of this report.
According to researches done, using visual aids such as pictures and engaging the fundamentals
in the lesson delivery enhances students’ ability to build a long term memory of the tasks done
during lessons (Boaler, 2015). This can be bettered by engaging them more practically such as
grouping the students and then assigning tasks to them.
Conclusion
Teaching students is a two-edged task. It can be entertaining and at the same time challenging.
Therefore, the strategies used in teaching fundamental mathematics to year 2 students should be
formative, objective and problem solving. As a mentor teacher, various basics such as visual aid
and creating a real atmosphere when engaging the students in learning math lessons especially
operations and counting is paramount to the success of students in performing problems and
tasks regarding fundamental mathematics in general. There are other methods that can be added
on the list in teaching students. They include, allowing students to practically teach others. This
can be done by arranging for students to take to the front and show others how various tasks can
be done. This will in turn improve students’ confidence and communication skills. It will also
help in making math lessons more enjoyable and create a connection with the students.
References

ASCD, R. J. (2014). A Handbook for Classroom Instruction That Works. New York:
Pearson/Merrill Prentice Hall.
Boaler, J. (2015). Mathematical Mindsets: Unleashing Students' Potential through Creative
Math, Inspiring Messages and Innovative Teaching. London: John Wiley & Sons.
Donald C. Orlich, R. J. (2009). Teaching Strategies: A Guide to Effective Instruction.
Washington DC: Cengage Learning.
Glenda Bradley, P. R. (2013). Nelson Maths: Australian Curriculum. Student book, Book 6.
Melbourne: Nelson Cengage Learning.
Handley, B. (2012). Speed Math for Kids: Helping Children Achieve Their Full Potential.
Melbourne: John Wiley & Sons.