1 / 26

Time

Time. By Sarah Cleary, Claire Udall and Josephine Williamson. Introduction. Time is a measure that is dominant in our lives

hung
Download Presentation

Time

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Time By Sarah Cleary, Claire Udall and Josephine Williamson

  2. Introduction • Time is a measure that is dominant in our lives • Deeply abstract, that we can only define it practically through the units of measure and the mechanics of a measuring instrument, both human constructs (Turner and McCullouch, 2004, p.83) • A child can learn that time has a relevance to every day events (Turner and McCullouch, 2004, p89) • All measures are approximate (Haylock, 2001, p238) • Language of time (Haylock, 2001, p34)

  3. Time is not metric (Haylock, 2001, p233) • There are 7 main principles of learning time as a measurement (Haylock, 2001, p.235) • Comparison and ordering • Transitivity – breakfast/lunch/dinner • Conservation • Non-standard and standard units • Approximation • Developing number concepts • Meaning of zero

  4. Recorded Time • The time which an event occurs (Haylock, 2006) • This includes knowledge of the days, weeks, months and years (Suggate, Davis and Goulding, 2008)

  5. Time Intervals • The time that passes between two events • ‘The length of time occupied by an activity’ (Haylock, 2006, p.250) • Seconds, minutes, hours, days, weeks, months and years. • Time occurs over a long period of time, not just specific to one day.

  6. "Children use their memory and important events which provide landmarks to understand the passing of time."  (Mooney et al. 2007, P.68)

  7. Conservation and Piaget • “Piaget maintains that if children cannot conserve number then they are not ready to start on school arithmetic” (Hughes M, 1995, p17) • Principles of conservation – How does this apply to time? • Child’s Perception – Time flies when you are having fun – long journey, short journey but same amount of time.

  8. Scaffolding • “Children’s learning is aided by social scaffolding, in which more competent people provide a temporary framework that supports a child’s learning at a higher level” (Siegler, Deloache and Eisenburg, 2006, p.164) • The stages of learning time in primary mathematics is in a scaffolding format. • Children’s knowledge is developed and added to each year

  9. VAK • Moore states ‘ Different people learn in different ways from one another’ (2000 p.155) • Visual learners learn by seeing, prefer information to be presented visually, and have good visual recall. • Auditory learners prefer to learn by listening, benefit from discussion and have good auditory memory • Kinaesthetic learners prefer to learn by doing, enjoy practical first hand experience, and are good at recalling events

  10. National Curriculum Links KS1 Ma3 4a KS2 Ma3 4d Learning Journey

  11. Before School Life • Body clock • Car journeys • Time to get up • Bed time • Breakfast time • Dinner time • ANYTHING ELSE

  12. Reception Differentiate between past and present Use time related language in conversation Understand the concept of seasons of the year Find out about the past and present in their own lives, and those of their families. Make short term plans Taken from framework for teaching mathematics

  13. Year 1 (KS1) Know that one week is 7 days, and one day is 24 hours. Know the names of the days of the week, seasons, months Understand and apply terminology: how long ago/until, faster or slower Tell the time on an analogue clock to the nearest half hour Taken from framework for teaching mathematics

  14. Year 2 (KS1) Know and understand the names of months, minutes, seconds and fortnight Read the time to the nearest half and quarter of an hour on both analogue and digital clocks Extend Vocabulary from Year one Know the significant times of the day Taken from framework for teaching mathematics

  15. Year 3 (KS2) Read the time on a twelve hour digital clock Read the time on an analogue clock to the nearest 5 minutes Calculate time intervals and find the start or end times for a given time interval Children learn how to write the vocabulary associated with time Understand the units of time and know the relationship between them Children look at calendars and are questioned on days in a week and weeks in a year

  16. Year 4 (KS2) Read the time to the nearest minute Use AM and PM and the 12 hour clock notations Start to use this years calendar and simple timetables Choose to measure time intervals Calculate time intervals from clocks and timetables

  17. Year 5 (KS2) Continue to learn and extend knowledge from previous years Continue to investigate timetables, e.g. train timetables Read digital/ analogue clock, 24 hour clock, 12 hour clock Start using vocabulary of millennium, century, and decade Know the rhyme 30 days hath September Taken from framework for teaching mathematics

  18. Year 6 (KS2) Extend vocabulary from previous years and develop knowledge Knowledge of Greenwich Mean Time Know about British summer time, and hour changes Knowledge of world times, and be able to read world time charts Taken from framework for teaching mathematics

  19. ICT Resource

  20. Cognitive Conflict • “Cognitive conflict occurs where learners are faced with discrepancies or conflicting ideas. The resolution of this conflict can lead to increased knowledge and understanding” (Haylock D & Thangata F, 2007, p23) • Important concept in constructivist theory of learning • Promotes growth and understanding • Teacher strategy – immerse pupils to cognitive conflict to initiate discussions

  21. Concept Cartoons • Teacher strategies • Children are encouraged to discuss the cartoons • Effective for mixed ability groups, SEN children and those needing more confidence • Teachers can identify areas for development Which time is later in the day, 07:45 or 7:45pm Is 1500 hours, 5 o’clock? Is there such a time as 24:00 hours? Is one hour the same as 60 minutes?

  22. Mis-conceptions • 12 hour and 24 hour clock confusions (Reference) • Clock face misconceptions (Reference)

  23. Mis-conceptions 2 • Having to learn on an analogue clock first • The meaning of zero – ‘In interval scales zero is arbitrary. There is no particular reason why midnight should be zero hours, and certainly time does not cease exist at this moment.’ (Suggate et al, 2001, p122)

  24. Mis-conceptions 3 • Subtraction of time – use to find time intervals 10.30 11.00 2.00 2.15 (30 minutes 3 hours 15 minutes) i.e.: 30 + 3 hours + 15 minutes = 3 hours 15 minutes (Drews, 2005, p14) • Comparisons of recorded time – cannot compare 10 o’clock with 5 o’clock – known as interval scale (Haylock,2001, p238)

  25. CONCLUSION “Time is full of inconsistencies, in the vocabulary used and in the way numbers are used.” (Chinn, 2001, p.175)

  26. ANY QUESTIONS?

More Related