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# Multi modal think board details

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### Multi modal think board details

1. 1. Real thing- Do Diagram – Visualise Word- Communicate Physical activity in a variety of contexts; Key thinking- diagrams to ‘represent’ making, demonstrating. Illustrations Essential medium for thinking about Using concrete ‘manipulative’ materials Pictures mathematical ideas and communicating – eg: paper, centi-cubes, tiles, cubes, Diagrams these ideas to others paper and pencil….. Charts Graphs Includes mathematical terms, phrases and Principle: learning by doing: I hear and I Figures sentences forget; I see and I remember: I do and I Diagrams understand helps students develop mental models that provide meaning to the Varying degrees of abstraction eg: a Often words used in everyday situations abstract symbols literal picture of apples versus dots to and mathematics cause confusion represent apples Alternatively for those students who have Teachers should say mathematical terms been found to lack numerical sense of Convey mathematical ideas in vivid ways precisely and consistently eg: ‘x²’ should measures about real objects and hence constitute a mode of processing be ‘x to the power of two’ and not ‘x cannot determine whether there are two’ answers are reasonable or not in the real world Colour may be important to some Students should also use proper learners mathematical language eg: saying To facilitate conceptual development ‘numerator’ rather than ‘the number on manipulative materials need to be well the top’ designed, appropriate to the context and used well Written and oral communication Doing- role plays, physical activity in a variety of contexts, making, Explanation , demonstration demonstrating Symbol- Manipulate Story- Apply Number- Calculate Some examples Commutative/Associative properties Linking real-world applications to Computation [methods of ‘working out’] Distributive rule ‘textbook mathematics’ -includes Formulae traditional worked problems, problems Strategies used BODMAS related to everyday situations and reports The concepts of - The part- whole, in the mass media, historical accounts of Systems [steps] used to calculate comparison and change, remainder, place mathematical ideas and applications algorithms/ equations holder, equality, excess value, repeated from other disciplines variable, constant difference, constant Differentiation through different ways of quantity, constant totals…. Problems generated by students working out the same problem Algebraic concepts/rules/strategies Syntactic skills- what do I need to know Problems generated by manipulating to use a calculator to work this out? Eg: equations –‘milking an equation for all 3/4 of 868 = its worth’ Use the Multi-Modal Think Board model as a tool • to plan a lesson [e5] • to plan a series of lessons • to reflect – students and teachers • for assessment [of, as, for] • to integrate electronic technologies • to embed e5 in instructional and assessment and reflection practices Using Multi-Modal Think-Board to Teach Mathematics Khoon Yoong Wong
2. 2. Mathematics and Education Academic Group, National Institute of Education Nanayang Technological University Singapore, July 2004