Design Of A Maths Program

There was very little integration of the curriculum. The focus of our Mathematics lessons was on facts, skills and concepts. Upon reviewing my primary school report cards, I found on my grade 2 mid year report, the comment “Corrina has a good grasp of the cardinal and ordinal aspects of number, and understands place value, number sequences and numerals in digit and word form. She has a good understanding of the four operations + - and number facts. No problems have been encountered with estimation and approximation.” My year 4 report has the comment “Corrina makes careless mistakes with her operations; must pay at

· develops math language use eg. Above, under, first, many, different.

I was able to complete the tasks assigned quite well and even enjoyed it. Unfortunately, it did not lay a good foundation for high school. I managed to pass until senior, and then fell by the wayside. I never enjoyed mathematics, though I didn’t dislike it until high school. It was just what I had to do. My grade 11-mathematics teacher tried to make learning fun. He had a much better approach to learning, but by then it was far too late.

Appropriate forms of scaffolding include:

· encourages children to manipulate shapes and to discover their various properties,

Activities that occur in everyday life provide the opportunity to explore both fundamental and applied math concepts. Fundamental math concepts include One-to-One Correspondence, Quantity, Classification, Ordering, Part-Whole and Space and Shape.

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