英国伯明翰代写论文:关键阶段

2018-03-04 00:14

个人观察，揭示关键阶段1的学生目前使用多种实施方法来教授这些概念;为了支持数字不仅仅是简单的符号或标签(名义上的方面)，而是它们可以与一个值和位置联系起来。逐渐地，孩子们的知识加深了，通过许多计数活动和运用“一对一”匹配和对象排序的手法，加深了孩子对数字的理解。所有这些都有助于数字保护的概念，这对于发展位置价值概念至关重要。除此之外，数轴、珠串和数字平方是用来发展数字的顺序和四舍五入的资源，从而扩展和加深了儿童对加法和减法的理解。为了开发简单的加法运算，需要一个读取数字的能力。一个常见的关键stage1错误是，“青少年”的数字经常被错误地记录下来。例如，16可以被记录为“61”，因为数字16被解读为“6……”对于一个孩子来说，认为六岁应该是第一位的，这似乎是合乎逻辑的。同样，孩子可能还没有完全理解每个数字的位置值的概念。在这个例子中，我观察到专业人员引入了更多的实际调查，以巩固将对象分组为10的想法;建立“剩余”的单位数以帮助发展数字感。尽管对物理分组和数量守恒有明显的理解，但如果错误仍然普遍存在，那么其他潜在的问题，如计算障碍或诵读困难症可能会被诊断出来，并阻止进一步的进展。
英国伯明翰代写论文:关键阶段
Personal observations, reveal that Key Stage 1 pupils are currently taught these concepts using multiple embodiment methods; to support the idea that numerals are not just simply symbols or labels (nominal aspect), but that they can relate to a value and position. Gradually, children's knowledge is deepened towards understanding these latter cardinal and ordinal aspects of number, through many counting activities and manipulative experiences using 'one on one' matching and the ordering of objects; all of which contribute towards the notion of number conservation, which is essential for developing positional value concepts. In addition to this, number lines, bead strings and number squares are resources used to develop the order and rounding aspects of number, thereby extending and deepening children's understanding towards addition and subtraction.To develop simple addition calculations an ability to read number is required. One common Key stage1 error is that the 'teen' numbers are frequently recorded the wrong way round. For example, sixteen can be recorded as '61' because the number 16 is read as 'six...teen', and it seems logical for a child to think that six should go first. Equally, the child may not have fully understood the idea of positional value for each digit. In this instance I have observed professionals introducing more practical investigations to consolidate the idea of grouping objects into tens; establishing the number of units which are 'left over' to help develop number sense. Other underlying issues such as Dyscalculia or Dyslexic tendencies may be diagnosed if errors remain prevalent, and are preventing further progression, despite an apparent understanding of physical grouping and number conservation.