TMNO6211_Learning Unit 8_Revision

Problem solving is not used to teach basic operations

As the learners progress from Gr R to Grade 3 their understanding of mathematical concepts stay the same.

A Grade 1 teacher needs to make sure that she offers

A triarchy of knowledge of basic number operations:

Children arrive in Gr 1 with knowledge about basic number operations - learned through concrete play activities.

It is not necessary to take note of the progression in the number range each term of the year.

Concrete activities accommodate kinaesthetic, visual and auditory learning, and multiple intelligences.

Problem-solving skills are developed.

Subtraction and Addition are closely related.

Basic operations include

Typical questions - interpretation of addition:

In-context mathematical problems are problems that are closely related to the learners' fantasy world.

Learners need to explore problems in 2 ways...

Teachers must follow the process of teaching and learning basic number operations during

Context-free mathematical problems are number sentences that have to be solved by using the appropriate

Problem solving creates a 'need to know' (authentic context)

Multiplication and Division are inverse operations.

Problems that involve repeated addition as a means to conceptualize...

Counting in 2s, 3s and 4s etc. develops the concept of

The problem-solving approach helps to develop