Models for mathematical centre methodology 2 a

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this a learning center based on mathematics game called Morabaraba

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Models for mathematical centre methodology 2 a

  1. 1. 02 May20131Model Mathematics Centre (Morabaraba game)Waste materialsSecond-hand cutboard is used to creatingMorabaraba board.
  2. 2. 02 May20132Instructions on how to use the modelMorabaraba will be the game to be played in my mathematics centre under the topiccalled ‘the geometric shapes’ and ‘ratios’. Firstly learners should group themselvesinto group of four learners, in each group two learners will play the game against toeach other and the other two learners will be observing and recording the score ofthe two prayers, they must record the number of tokens each player achieved afterthe end of the match. After one of the learners won, then the one were observing willbe their turn to play and those who were playing will be observing and recording thescore of tokens as well. After they all played the game then we will compare thescore of each group and looking the ratio won and lost token per each learner (theplayer). Then they should answer the questions that are in the checklist asassessment.Assessment methods and assessment toolsAssessment methods for this model will be a direct observation and DATA collectionand the assessment tool will be observation checklist. Learners will fill on thechecklist their answers next to the questions that are there.ChecklistPlayer Name:Name of the game: MorabarabaNo of tokens achieved after gamePlayer 1 Player 2 Ratio per teamTeam 1Team 2Ratio per playerQuestions: Based on the shapes made up Morabaraba board1. How many squares are inthe morabaraba board?2. How many trapeziums arein there?
  3. 3. 02 May201333. How many isoscelestrapeziums?EssayIntroductionChildren are very interesting, they put playing on the first place of their life. Theyprefer to not do anything and prefer to go for playing, they even forget to eat. Theycan forget everything they learnt at school but it is rare for them to forget every ruleof the games they used to play, even though the game is new to them. Applyingsame games in the classroom for learning purpose, will be a helpful learning to thembecause will never forget the content and they will keep on doing even at home.There are useful games that can be implemented to support learning such as boardgames. In this lesson I will be using one of them.Background and motivation for your mathematics centreMathematics is universal language it started to become more advance in westerncountries, and it get here to people of Africa find difficulties to understand thismathematical language and even now learners are still struggling to understand it.We require more other strategies to teach them mathematics. Morabarabagame isan indigenous game and many tribes they used to play it. Now it has discovered thatcould be an effective strategy in teaching mathematics. And can be used in variousconcepts of mathematics.Motivation for this centre is that it is a game and will build learners ability to the nextlevel in mathematics and learners will be more effective to any mathematics problemsolving. Efficiency will be seen in the process of teaching and learning. Thismathematics centre allows pedagogy to take place in the under privilegeenvironment.Literature overview on mathematics centresAny model in school instruction, should be intended to guide the expectation oflearning, must be taken as one of its major components, the assessment of
  4. 4. 02 May20134aptitudes. Board games are part of the shoestring teaching and learning approach.Learners can learn a lot by playing a game, for example in natural sciences; usingthe snakes and ladders games when studying ecology, where by a player who landson a square marked ‘you do not litter’ movies up the ladder closer to the winningsquare on the board. A player who lands on a square marked ‘you use poisons inyour garden’ is bitten by a snake and must move backwards on the board (Conley etal., 2010).Morabaraba is also one of the famous board game people has been played ancienttimes, even now is still existing. This game contains some of the mathematicalconcepts such as symmetry, ratio and proportion, geometric shapes, logicalreasoning and counting (Nkopodi and Mosimege, 2009: 389). Thus morabaraba canbe played in the mathematics centre when deal with topics called ‘the geometricshapes’ and ‘ratios’.Nkopodi and Mosimege, (2009) emphasise that several mathematical concepts havebeen recognised from the game, and they it can be used in the mathematicsclassroom to encourage the learning of mathematics because learners enjoy playingthe game, and they also found that the use of this game encourages spontaneousinteraction amongst learners as they communicate their activities to fellowparticipants.SWOT analysesThis is a strategy we usual use to assess learners whether they cope with content ornot. In terms of this mathematics centre, allows learners to achieve more knowledgeabout concepts of mathematics and can alsohelp to reduce workload of teachers.Learners obtain unforgettable content because the strategy is familiar to their worldof playing. Any possible weaknesses in this situation might learners will experienceis that other learners never played this game before, so they will be a lack ofunderstanding towards the game. This teaching strategy allows interaction betweenlearners to occur, therefore the acquisition of knowledge will be broader within them,and they will share how they understand the topic or content. Threat is that, this
  5. 5. 02 May20135strategy could be not applicable to other concepts of mathematics. Not all chaptersin mathematics will allow this method to work.ConclusionThere are many strategies that can be used to support learning, and other strategiesare games from ancient such as morabaraba. Mostly games can help learners toachieve the outcome for reason being they are still children and they like to playevery day, they prefer to play as much as they want. In this model we were playingmathematics game called morabaraba, learners work with hand-on manipulative,and they were playing in small groups. By using this model can help a teacher toidentify learners with barriers to learning. And this model will be solution to the passrate of the subject in the country.
  6. 6. 02 May20136ReferencesConley, W. et al. (2010). Becoming a Teacher. Cape Town. Philippa van Aardt.Gould, R. (2010). Mathematics in Games, Sports, and Gambling: the games peopleplay. CRC Press: Boca Raton.Nkopodi, N. and Mosimege, M. (2009). Incorporating the Indigenous Game ofMorabaraba in the learning of mathematics. South African Journal of Education, Vol29:377-392.

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