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Operation and Computation 1

The document discusses key concepts in operation and computation in mathematics. It outlines different means of performing calculations, from using pencil and paper to mental computation. It also mentions the importance of concrete materials and manipulatives in learning mathematics according to Piaget's theory of cognitive development stages. These include using an abacus, counters, and number lines for students in primary school.

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18 views

Operation and Computation 1

The document discusses key concepts in operation and computation in mathematics. It outlines different means of performing calculations, from using pencil and paper to mental computation. It also mentions the importance of concrete materials and manipulatives in learning mathematics according to Piaget's theory of cognitive development stages. These include using an abacus, counters, and number lines for students in primary school.

Uploaded by

Nurfazila Zam Zam
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Operation and Computation

HM Lecture Note

Means of performing calculation


Using pencil and paper for four basic arithmetic operations Approaches to computation eg. using fingers, dots, abacus, mental computation Computation (Algorithm) Order of operations The effective use of T&L Aids physical manipulative material

Read / refer to
The National Numeracy Strategy pg. 8 The National Numeracy Strategy pg. 9 Primary Mathematics : Teaching Theory and Practice pg. 56 & 57

Additional notes/reading
Number system 1 Operation on numbers

Instruction for additional reading Read and do all the exercises

Implication of Piagets Theory


Importance of Concrete Materials in learning mathematics. Use of manipulative as necessary in primary school education-abacus, counters, number line etc.. Use of pictorial; representation- (semi concrete)

According to Piaget, all children pass through four cognitive developmental stages: (a) sensory-motor (birth 2 years); (b) pre-operational (2 7 years); (c) concrete operational (7 11 years); (d) formal operational (11 years and above). [Note: The age limits stated here will vary from child to child.]

Bruner also described the following three modes of representing mathematical ideas:
Enactive mathematical ideas are represented by real actions or concrete objects without the need for imagery or words. Iconic mathematical ideas are presented in the form of pictures or drawings to enable students to think and visualize image in their minds. Symbolic mathematical ideas are represented by abstract symbols which enable students to think in the form of language.

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