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题目是Usingstorytellingtoteachmathematicsconcepts第一段youngstudentsoftenstrugglewithabstra...
题目是
Using storytelling to teach mathematics concepts
第一段
young students often struggle with abstract concepts in mathematics,causing primary teachers to continue to search for ways to help teach such concepts.Principles and Standards for School Mathematics(NCTM,2000)recommends using concrete models and physical materials before moving on to more abstract ideas.However,some children still have difficulties understanding concepts even with the help of manipulatives.How can teachers supplement the use of manipulatives to help boost children’s understanding in mathematics? Zemelman,Daniels,and Hyde(1998)recommend that students discuss,write,read,and listen to mathematical ideas in order to deepen their understanding of difficult concepts.Using storytelling as a catalyst to mathematics instruction is one enjoyable and versatile method to do just this.
有兴趣翻译的请发邮件联系hx524781@126.com，本人会发送全文，翻译的好高分献上！
Although the first graders did not have extensive experience with the hundred’s place and were still in the beginning stages of their understanding of place value,each group solved the problem of counting and bundling the invitations correctly.Using storytelling appeared to help children deepen their concept of place value by connecting it to an experience.Even though the experience was a fantasy story,the person in the story had a real problem that needed to be solved and using place value helped solve the problem.Furthermore,future problems involving place value can be connected to the story,thus giving everyone a common image/experience from which to work.According to the NCTM(2000)Principles and Standards for School Mathematics’Number and Operations Standard,instructional programs from pre-kindergarten through grade two should enable all students to use a variety of models to develop beginning understandings of place value and the base ten number system. 展开
Using storytelling to teach mathematics concepts
第一段
young students often struggle with abstract concepts in mathematics,causing primary teachers to continue to search for ways to help teach such concepts.Principles and Standards for School Mathematics(NCTM,2000)recommends using concrete models and physical materials before moving on to more abstract ideas.However,some children still have difficulties understanding concepts even with the help of manipulatives.How can teachers supplement the use of manipulatives to help boost children’s understanding in mathematics? Zemelman,Daniels,and Hyde(1998)recommend that students discuss,write,read,and listen to mathematical ideas in order to deepen their understanding of difficult concepts.Using storytelling as a catalyst to mathematics instruction is one enjoyable and versatile method to do just this.
有兴趣翻译的请发邮件联系hx524781@126.com，本人会发送全文，翻译的好高分献上！
Although the first graders did not have extensive experience with the hundred’s place and were still in the beginning stages of their understanding of place value,each group solved the problem of counting and bundling the invitations correctly.Using storytelling appeared to help children deepen their concept of place value by connecting it to an experience.Even though the experience was a fantasy story,the person in the story had a real problem that needed to be solved and using place value helped solve the problem.Furthermore,future problems involving place value can be connected to the story,thus giving everyone a common image/experience from which to work.According to the NCTM(2000)Principles and Standards for School Mathematics’Number and Operations Standard,instructional programs from pre-kindergarten through grade two should enable all students to use a variety of models to develop beginning understandings of place value and the base ten number system. 展开
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