MATERIALS

How Nature Influences Using Cognitive Closure

the Growing Pain to Remember Meaning

Environtmental
Influences on the Young Teaching Process Skills
Brain

Lesson Deal With

Teaching for Meaning
Estimation
 WHAT IS THE PREADOLESCENT BRAIN?
The gray matter includes areas
of the brain responsible for
sensory perception, such as
seeing and hearing, muscle
control, speech, numerosity, and
emotions. This cortex is where
most conscious thinking,
creating, and problem solving
occur.
The white matter with systems
that regulate the body's
autonomic functions, such as
blood pressure, heart rate, and
body temperature. Certain
nuclei in the limbic system are
responsible for the expression
of emotions, the release of
hormones, and the regulation
of food and water intake.
 Table 5.1 Preadolescent Brain Development and Some
Implications
Research Finding Possible Implication for Learning
Mathematics

The volume of gray matter and Children can tackle problems of

white matter continues to increasing difficulty as they move
increase from childhood until through the intermediate grades.
puberty as the brain grows in size. There is no "learning pause" in the
intermediate grades as some people
still believe.

At puberty, when the brain is By sixth grade, creative problem

nearly at its full adult, size, gray solving should start becoming easier,
matter volume begins to decrease include more options, and show
because unneeded and unhealthy greater sophistication of thought.
neurons are pruned away.
 Table 5.2 The Preadolescents Environment and Some
Implications
Environtmental Factor Possible Implication for Learning
Single-parent families are more Make sure they are fed and make them
common, and children have fewer feel that you really care about their
oppurtunities to talk with the adults success.
who care for them.

They are surrounded by media: cell Media is part of their learning

phones, movies, computers, video
games, e-mail, and the Internet,
where they spend 17 hours a week
and another 14 hours a week watching
television.
They get information from many
different sources besides school.
experience. Use all the technology and
active participation that you can in
your lessons.
Find out what they know and what their
interests are, and use that information
for motivation.
What did we learn
today?
Today’s Lesson : Commutative property in multiplication

1. Today I learned : That I can multiply numbers in any

order and get the same answer, so 3 × 6 × 7 is the
same as 7 × 6 × 3. This is known as the commutative
property
2. This connects to what I know about: The same rule
worked when learned in addition that 3+6+7 was the
same as 7+3+6
3. What I learned today can help me later when: I will be
able to rearrange longer list of numbers to add or
multiply faster
What content should we be teaching?
Recommendations for the big idea at each grade level
are

Kindergarten Number sense

First grade Number sense and addition
Second grade Subtraction
Third Grade Multiplication
Fourth Grade Division
Fifth Grade Fractions
Sixth Grade Fractions, decimals, and
percentages
Seventh Grade Ratio and proportions
 Teacher can determine how far an individual student's number
sense has progressed at ages 4, 6, 8, and 10. The teacher can then use
differentiated activities to develop the number sense for students of
the same age who may be at different levels of competence.

Table 5.3 Number Knowledge Test for 6-, 8- and 10-years-olds

Level 1 ( 6 year old level : Go to level 3 if 5 or more correct

1
lf you had 4 chocolates and someone gave you 3 more, how many
chocolates would you have altogether?
2
What number comes right after 7?
3
What number comes two numbers after 7?
4a
Which is bigger: 5 or 4?
4b
Which is bigger: 7 or 9?
5a
This time, I'm going to ask you about smaller numbers.Which is
smaller: 8 or 6?
5b
Which is smaller: 5 or 7?
 Diezmann and English (2001) have
found success working with
students in the primary grades by
that

Appreciating large
Reading Large Numbers
numbers in money

Developing physical Appreciating large

examples of large numbers in distance
numbers
 Types of Estimation

True Approximations Underestimating

Overestimating Range-based estimation

 Purpose

Diverse Experience

Referents

Range-based
technique
Pertinent Information