I felt interested, empowered and knowledgeable with the activities involved in today’s lessons. There was plenty of concrete learning taking place.
The three activities – making rectangle with tangrams, 99th letter of your name, dividing rectangle into 4 equal parts, helped me developed confidence and a sense of curiosity especially with the way it was presented. A student will definitely respond positively to the encouragement, open-ended questions and teacher’s disposition.
Apparently, each of the tasks involved problem solving hence the three ways of teaching – exploration, scaffolding and teacher/role modelling were clearly displayed to emphasize the need for them in the classroom.
Though I am used to teaching children how to derive at answers by getting them to learn, practice and apply (the way in which I was being taught in the 1980s) but I seldom provide opportunities for them to enrich their learning with my approach of being very instructional which I’ve learnt to avoid at this point. It’s enlightening to ask a student “how many different ways” can a task be done. I think it develops a two-way learning process (teacher and student).
In addition, the approach by which concrete, pictorial and abstract learning is carried out to cultivate teaching mathematics has been proven successful.