Design_Of_A_Maths_Program

Design Of A Maths Program Design of a Mathematics Program My main recollections of primary school mathematics are of worksheets. We had many different types of worksheets to complete. They included filling in the blanks, colouring in certain things, copying and cut and paste activities. We were a passive learner. The teacher stood at the front of the class and taught us. They demonstrated a skill and we were required to practice that skill as demonstrated. Problem solving had no real purpose or meaning as it was simply written on a piece of paper, or the blackboard. We were not free to discover problems for ourselves. There was very little integration of the curriculum. The focus of our Mathematics lessons was on facts, skills and concepts. Upon reviewing my primary school report cards, I found on my grade 2 mid year report, the comment “Corrina has a good grasp of the cardinal and ordinal aspects of number, and understands place value, number sequences and numerals in digit and word form. She has a good understanding of the four operations + - and number facts. No problems have been encountered children, play, learning, child, mathematics, math, concepts, experiences, approach, teacher, each, children#8217s, child#8217s, way, understanding, through, program, problem, opportunities, development, themselves, solving, provide, years, school, own, number, facts, explore, young, very, take, skills, should, problems