NEEDS OF SPECIFIC LEARNERS

Needs of Specific Learners

Needs of Specific Learners

Introduction

It is essential for teachers to plan their lesson of mathematics innovatively, so as to sustain interest of the students and promote their understanding. This is important because, by doing so; children will be equipped with essential skills required in problem solving during their course of life. According to Cotton (2010) the connectionist practitioners adopt a holistic approach in teaching of maths by linking various aspects of the subject, fostering in depth understanding and problem solving techniques in them. It signifies the importance of cross curricular links in the teaching of mathematics in primary schools. In this essay, I will outline the justification of the weekly chosen activities, the two session plans and the misconceptions that can arise during the implementation.

Justification

I have used the two broad objectives which are Apply and Calculate. These have been broken down into smaller teachable activities for a week, in which, children will solve problems involving, counting, adding, subtracting and doubling using the money. Their engaging in practical activities will develop their problem solving skills in a real life situation by making connections. Cotton (2010) says that addition, subtraction; interconnected multiplication and division. This means that a child who can add, subtract, multiply and divide regarded as competent in calculating and problem solving. It assumed that the selected activities will develop these skills further. The activities designed in a way that there is a progression from one to another.

The first activity will consolidate what children covered on the topic money in block D unit one and develop it further. They will realise that addition can be done in any order and associate it to counting on using coins. By understanding this, they will reduce the number facts they need to memorise. In the first activity, children will concentrate on number facts up to ten this will help them develop an understanding of few number facts at a time. En-cooperating interactive resources on money will foster understanding as children engage in dragging and dropping of coins onto the screen. This will improve their counting skills and understanding of value of money that some coins have greater value than others. Their ICT, ordering and comparing skills, will be enhanced (Sliva, 2004). As children work in pairs/groups and as a class and discussing how to solve problems their speaking and listening skills prevalent in literacy and other subjects enhanced.

The second activity children will solve problems involving counting and subtracting using coins. Teaching this activity soon after addition will help children understand that subtraction is the inverse of addition. It is assumed this will make them realise that addition, subtraction, multiplication and division interrelated. Children's counting skills enhanced as they count on using one penny coins refer to activities in appendix. This supported by Pepperell (2009) they suggest that counting on recognised as an essential approach, to bridge the gap between having to count all. Counting on will enhance children's counting skills and the use of mathematical language which will help ...