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Counting On

Counting On. Rationale/Background What is Counting On Assessment Counting On in the classroom and school . Background/Rationale.

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Counting On

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  1. Counting On • Rationale/Background • What is Counting On • Assessment • Counting On in the classroom and school

  2. Background/Rationale • During the past ten years, research has started to recognise the value of mental computation in developing a rich understanding of place value and our number system. • Students need to develop and practise basic mathematical concepts before they can move onto more sophisticated concepts • From the research we know that: • children may invent their own strategies for calculating mentally (Kamii et al, 1993 ) • methods vary from child to child and even the same child may choose to use different methods to solve similar problems at different times (Hope & Sherrill, 1987) • some mental strategies are more efficient than others (Denvir & Brown, 1986, Steffe & Cobb, 1984). • To develop mental computation in the classroom, teachers can encourage students to explain how they arrived at their answers and to compare their strategies with those of other students. • Counting On targets students in the middle years of schooling (years 5-8) who are under performing in the number strand of the mathematics curriculum.

  3. To develop mental computation in the classroom, teachers can encourage students to explain how they arrived at their answers and to compare their strategies with those of other students.

  4. What is Counting On Based on: • Teacher knowledge of the Learning framework • An initial assessment of individual students • Teachers planning and designing activities which are appropriate for students’ current knowledge • Counting On concentrates on The Learning Framework in Number that are necessary to assist movement of students from using one strategy to multiple mental strategies.

  5. Framework Count Me In Too • Emergent – some number knowledge – know numbers but not in sequence eg 1,2,3,5,9 – and/or the child may not be coordinate the pointing and the counting

  6. Framework Count Me In Too • Perceptual – ch’n can only count what they perceive eg they need concrete material such as counters, fingers etc.

  7. Framework Count Me In Too • Figurative – ch’n invent substitutes for visual item eg construct a visual image

  8. Framework Count Me In Too • Counting On and Back – have a good understanding of number

  9. Framework Count Me In Too • Facile – Childrenn beginning to use mental strategies to solve problems. COUNTING ON

  10. Assessment • The Counting On assessment is conducted on a one-to-one basis. • The questions included in the assessment are considered to be valuable in obtaining useful information regarding the various strategies which students use to solve problems.

  11. Assessment Kit

  12. Counting On In The Classroom • Counting On involves children communicating with each other to develop mental strategies. • Students who may not have been identified as needing Counting On still benefit from the activities.

  13. Any Questions?

  14. Thank You D. Bakermans D. Sklavenidis

  15. You are now welcome to go to your child's class.

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