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childrens errors are a natural and inevitable part of their process of learningin the process of grasping new concepts children apply their existing
errors are useful while teaching children you must have found theft making mistakes off and on how do you respond to the errors what do they
after seeing some children interacting naturally write down those features of such interactions that make peer learning potentially a better way of
can you think of some more advantages of peer interaction and child-to child learningif you agree that children learn a lot from each other then how
children learn from each other the other day i had gone to a nearby school to observe the teacher-children interaction the children were working
e1 try and see the order in which different children fills numbers in the grid above my claim is that all of them would fill in the ones the fives
repetition need not be boring from an early age on children engage in and learn from repetitive behaviour such as dropping and picking up things
other ways to aid learning here we shall pay particular attention to the need for repetition learning from other children and utilising errors
e1 create a guessing game for children of class 2 to familiarise them with the concept of a time intervale2 how could you use group dancing to teach
write down a game each to teach childreni multiplicationii what a circle isiii estimation skillsalso say what you expect the child to know before you
here are a few examples of some team games the teams can be small 1-3 children or big 15-20 children we start with some games for small childrena one
play and learn children can learn many basic mathematical concepts through games they enjoy mathematical concepts can be playing within familiar
when do you think you should introduce word problems-before children master the formal algorithm or after what are your reasons for your choicein any
e1 can you give some more examples of the spiral development of the mathematics curriculume2 a class 3 child was asked to add 14 15 she wrote 29 why
do you agree with the necessity of the sequencing e - l - p - s for learning if not then what do you suggest as an alternative path for understanding
e - l - p - s has the title of this section stumped you children similarly dont understand new symbols that are thrust upon them without giving them
list some activitiestasksexercises that you would give a class of 50 children to do to make them aware about patterns and to articulate what the
after a lot of effort 8-year-old hari worked out 2 x 88 176 when asked to say what 2 x 89 was after a lot of hard work he produced the answer 178
a choose a topic in measurement and design two activities in your context to help your pupils explore and learn the conceptb try these activities out
making connections you have read about what the ability to think mathematically involves in this section we shall discuss ways of developing
ravi is a teacher of class 4 in a municipal school in delhi when the new school year started he opened the textbook and started teaching the children
what are the other differences between learners that a teacher needs to keep in mind while teaching let us see an example in which a teacher took
build upon the childs background as you read in previous each child is unique individual children vary in age level of cognition background etc
objectivesafter studying this leaarn maths you should be able to explain why a teacher needs to know the level of development of hi her learners
introduction do you remember your school-going days particularly your mathematics classes what was it about those classes that made you like or