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Representing Math in Week Five

My focus this week has been on representing mathematics in various ways. Allowing for a variety of  of representations of mathematical understanding (ie. pictoral, concrete, numerical, and algebraic) is essential when designing lessons to allow for differentiated instruction.


Information presented through symbols of pictures is called pictoral representations of data. The pictures of objects are used to represent different information. An example of this would be the use of pictographs to represent data in a visual way.



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Strategies for Teaching Elementary Mathematics. Concrete and Abstract Representations. Retrieved from: http://bit.ly/2yuFtNq 


A great tech tool that uses pictoral representations of mathematical data can be found at the website Math Playground. Many games require the use of pictoral representations to solve problems. This is a method to integrate technology into mathematics while creating fun and engaging learning opportunities.

Drawing and Mathematics


Illustrating mathematical equations such as they have done in the above video can be crucial for initially building conceptual understanding in mathematics. Many times students fail to see the practicality of higher level math because they cannot see how it applies to real life. When equations are illustrated and explained in a concrete and relative way, students can then begin to recognize real life connections and applications of mathematics. 

Incorporating Literature

Incorporating literature into the math classroom can be vehicle to helping students recognize the inherent importance of numbers and math to their daily lives. Not only is this a fabulous idea for interweaving the language and math curriculum, while also aiding in changing the mindset that math is boring and dry. It makes math fun while further helping to provide context to abstract concepts. 

Conclusion

The past two weeks have proven to be very informative and has greatly impacted the way I look at teaching mathematics. Through conferences to visual representations, I have come to understand that by making math fun, relative, and contextual, I can help to change my students' attitudes towards math in a positive way.

Until next week!

Ashley







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