Suppose you are teaching a child addition of decimal fractions, according to the constructivist model. In this context,
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What is ‘egocentrism’? What did Martin Hughes think about Piaget’s views on egocentrism? What was the experiment which his understanding was based on?
See Answer →. Why do we need to develop the ability of estimating the outcome of arithmetic operations on fractions? Further, give a series of three activities to help a Class 4 child develop the ability to estimate the bigger of two fractions. Explain how the activities form a series.
See Answer →Gathering data is one tool for making sense of the world around.
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) Developing spatial understanding is more than about learning some definitions and rules of geometry.
See Answer →A teacher should be a scaffold for her learners.
See Answer →Children in classes 1 and 2 can handle data.
See Answer →Games can play an important role in the mathematics classroom.
See Answer →Children learn mainly by imitating adults.
See Answer →The decimal fraction 0.02 is greater than 0.1.
See Answer →Mathematics is the study of numbers and calculations.
See Answer →What are the stages of guided learning? Explain “scaffolding” and the role of adults . Illustrate these using an example related to the learning of area.
See Answer →Here is a sequence of numbers:
2, 5, 10, 17, …
What would be the next number in the sequence? Give two different answers, stating the rule in each case.
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Why do children have difficulties with the algorithms for addition and subtraction of decimal numbers? Describe in detail how you would help class 5 children develop the subtraction algorithm. (To specify, consider 3.7 – 1.82.)
See Answer →Write the five steps involved in solving any mathematical problem (as given by Davis and Mayer)? Illustrate each of them by solving the following problem: “A coin is tossed 6 times. Assuming that it is a fair coin, what is the probability of getting exactly 3 heads and 3 tails”?
See Answer →According to Piaget, pre-school children do not maintain a consistent criterion while classifying objects. Explain this statement with two examples from different areas of mathematics.
See Answer →) Describe a distinct activity that you would carry out with the class to address the problem of such results in the addition of numbers.
See Answer →What does the teacher lose by not looking carefully at errors made by her learners?
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