Improving Students With Math Difficulties

When the practitioners are planning, they can also ensure that they involve all children no matter what the mathematical ability to allow group learning and supporting one another which Vygotsky (Richard Culatta, 2015) says is how children learn best. Practitioners should plan for an enabling environment that promotes maths by surrounding the children in mathematical concepts and language, to support emergent maths. Practitioners should praise children. Practitioners should support all children’s development to ensure children and school ready and they are developing their emergent

The aims and importance of learning provision for numeracy development are to ensure all students understand that maths is a vital part of everyday life and will continue to be used throughout their life. Primary schools will teach students to learn various methods and techniques to be able to reach the correct answer. The end goal means more students will be able to solve a mathematical problem, independently, using a method that suits them. They can then develop their learning to improve their knowledge and apply it to real life situations; such as counting in groups of numbers such as 5’s or 10’s, which in turn can be applied when paying for

Numeracy development is important for all children as maths is an important part of everyday life. The way in which maths is taught has changed greatly over the years. When I was at school we were taught one method to reach one answer. Now, particularly in early primary phase, children are taught different methods to reach an answer, which includes different methods of working out and which also develops their investigation skills. For example, by the time children reach year six, the different methods they would have been taught for addition would be number lines,

Van de Walle, J, Karp, K. S. & Bay-Williams, J. M. (2015). Elementary and Middle School Mathematics Teaching Developmentally. (9th ed.). England: Pearson Education Limited.

Every day, mathematics is used in our lives. From playing sports or games to cooking, these activities require the use of mathematical concepts. For young children, mathematical learning opportunities are all around them. Knaus (2013) states that ‘Young children are naturally curious and eager to learn about their surroundings and the world they live in’ (pg.1). Children, young and old, and even adults, learn when they explore, play and investigate. By being actively involved, engaging in activities that are rich, meaningful, self-directed and offer problem solving opportunities, children given the chance to make connections with their world experiences (Yelland, Butler & Diezmann, 1999). As an educator of young children,

This synthesis paper is examining the direct link between counting and building student’s number sense. The study conducted by Baccaglini-Frank and Maracci (2015), number sense as being vital to learning formal mathematics and stated there was a positive correlation between using fingers for counting and representing numbers has a positive effect on number sense. Students need opportunities to practice counting and establish foundational skills in number sense in order to be successful during their mathematical futures. It was determined that touching, moving, and seeing representations are essential components of the mathematical thinking process (Baccaglini-Frank & Maracci, 2015).

- To encourage the effective use of numeracy and maths as a tool in a wide range of activities within and out of school

Math uses a specialized vocabulary that can only be learned in school. Words in math can mean one thing and have a completely different meaning in everyday conversation. It takes English Language Learners (ELLs) about two years to learn social (everyday) language, but math language takes about five to seven years to learn. ELL students not only have to translate between English and their native language, but also between social and academic language (Janzen, 2008; Slavit & Ernst-Slavit, 2007). In math, we use language to explain concepts and to carry out the procedures, so it is critical to have an understanding of the vocabulary in order to comprehend those concepts. If students do not fully grasp the vocabulary in the problem, then they are at an obvious disadvantage. ELLs may understand the content of the lesson, but inexperience with the language can hold them back from expressing what they know. When students are learning to talk math, it is essential to make the lesson comprehensible for the students, but also to make sure that the students have the vocabulary needed to understand the instruction. It is important for students to not only be able to understand the vocabulary used in the lesson, but also to be able to apply that vocabulary in conversation (Bresser, Melanese &Sphar,

Chapter one in the book Number Talks introduces the rationale for number talks and gives an overview of the basis of what a number talk would look like in a classroom. Number talks can be conducted in a small group or whole group setting. It is used to help children develop strategies for solving math problems and to deepen their understanding of numerical relationships. The three main goals of teaching through number talk sessions are to help students compute with accuracy, efficiency, and flexibility (5). Chapter one gives examples of how to highlight different strategies.

The National curriculum states that in Mathematics teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is

The school worked on a year and a half form entry basis and so classes were generally small. During numeracy children were divided into three ability groups and each group was taught separately. My partner and I (Miss M) worked with the lower ability group. Ofsted (2009) noted that the ‘arrangements for teaching numeracy in smaller groups have had a dramatic effect on pupils' progress, improving mathematics from a relative weakness to one of the school's strengths.’ However, doing so may mean that children know that very little is expected from them. According to Cockburn (1999, p15) ‘if a child is labelled as not being able or lacking in confidence, it may not be very long before that child ceases to perform to the best of their abilities.’

Children at this age also have different skills related to numeracy. Fostering numeracy skills in early childhood education not only predicts for later Math achievement but also for greater literacy skills (NAEYC, 2009). Since mathematical concepts are often intertwined with so many areas such as science, literacy, dramatic play, block building, and more, math learning centers offering interdisciplinary materials and activities ensure that young children grow to understand and appreciate the real life applications of mathematical concepts (Fu, 2010).

Multiplicative thinking, fractions and decimals are important aspects of mathematics required for a deep conceptual understanding. The following portfolio will discuss the key ideas of each and the strategies to enable positive teaching. It will highlight certain difficulties and misconceptions that children face and discuss resources and activities to help alleviate these. It will also acknowledge the connections between the areas of mathematics and discuss the need for succinct teaching instead of an isolated approach.

Maths is ubiquitous in our lives, but depending on the learning received as a child it could inspire or frighten. If a child has a negative experience in mathematics, that experience has the ability to affect his/her attitude toward mathematics as an adult. Solso (2009) explains that math has the ability to confuse, frighten, and frustrate learners of all ages; Math also has the ability to inspire, encourage and achieve. Almost all daily activities include some form of mathematical procedure, whether people are aware of it or not. Possessing a solid learning foundation for math is vital to ensure a lifelong understanding of math. This essay will discuss why it is crucial to develop in children the ability to tackle problems with initiative and confidence (Anghileri, 2006, p. 2) and why mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri).

Mathematics, like every creation of man, have evolved without really knowing how far you can get with them: the scope of the computer, physics, chemistry, algebra, all are evidence of this. Every aspect of our culture is based in some way or another in Mathematics: language, music, dance, art, sculpture, architecture, biology, daily life. All these areas of measurements and calculations are accurate. Even in nature, everything follows a precise pattern and a precise order: a flower, a shell, a butterfly, day and night, the seasons. All this makes mathematics essential for human life and they can not be limited only to a matter within the school curriculum; here lies the importance of teaching math in a pleasure, enjoyable and understandable way. Mathematics is an aid to the development of the child and should be seen as an aid to life and not as an obstacle in their lifes.