articles, opinions, and research about teaching and learning## Mathematics skills and mathematics conceptsWe use mathematics when we guess how long it will take us to walk home. We use mathematics to estimate how much wood it will take to build a house. We use mathematics when we dance, when we play music, and when we sing. But in school, mathematics sometimes seems impossibly far from the things we do every day. If we try, we can help children outline the connections between mathematics skills, mathematics thinking, and the mathematics of daily life. Build basic skills using concrete objects
Addition, subtraction, multiplication,
and division can be understood more easily by young children when they
can use "math manipulatives" or concrete objects. These objects, such small
rocks, dried beans, fragments of brick, or fruit seeds can help you make
mathematics operations processes that students can When children manipulate the objects themselves, they experience the processes physically, step by step.
Variously shaped objects help children grasp volume, dimension, and geometry. Such objects can include cubes, pyramids, rectangular blocks, cylinders, and other shapes carved from wood or made by folding thick paper. Explore ideas for manipulatives materials like Link mathematics operations to using mathematics in daily life
By putting mathematics Focus on mathematics functions in daily lifecalculating time and distance for travel around the community or region, estimating the amount of paint needed for the classroom walls, predicting the yields of the school garden. Because they are practical tasks, and because they focus on elements that are familiar to students, such problems build on the concrete mathematics skills developed through the use of manipulatives or concrete objects. Develop conceptual understanding through explanations
Children build understanding of mathematics concepts when they use language to describe the ways that they are applying mathematics. Give children frequent opportunities to write or describe verbally, in their own words: - each step in their solutions
- what each step accomplishes (or why they are trying it)
By basing mathematics understanding on a range of different activitiesworking with concrete objects, solving problems in daily life, and describing mathematics concepts verballywe can help children with different learning styles and different needs learn effectively. We are also fostering mathematics achievement, at every stage of their development, that weaves practice of "the basics" with activities and concepts. We are ensuring that learning mathematics
is ## Journal activity: Mathematics and the communityList all the different ways that mathematics is used in your community. Begin with your own routines and activities, listing every way that you've used mathematics over the course of the last week. Are there any "special" uses of mathematics that aren't on the list, such as computing your household accounts, or taking measurements for a project? Next, think of the different activities
that members of your community perform. When do these activities involve
mathematics? Are there ways that mathematics could be You can also adapt this journal activity
for the children in your class: Working with the whole class or a small
group, ask the children to list all the ways that mathematics is used in
your community. Then ask them to talk with their parents and other family
members to see how Summarise the results of the children's investigation and share them with the Teachers Talking community. |

Explore Ideas ·
Discuss Issues ·
Take Action https://www.unicef.org/teachers/ Last revised April, 1999 Copyright © UNICEF |