22 May 2013 22:05
Your May 2013 ShillerMath Tidbit
Larry Shiller <tidbits <at> shillermath.com>
2013-05-22 20:05:07 GMT
2013-05-22 20:05:07 GMT
Your May 2013 ShillerMath Tidbit by Larry Shiller [http://www.icontact-archive.com/F6pSnK7EpoqgJj2XwinVW012kS5zF8k7?w=4#fblike][http://twitter.com/share?url=http%3A%2F%2Ficont.ac%2F1Li5Y&text=Math+curriculum+and+bling%3F+Researchers+say+it+matters%21+http%3A%2F%2Fbit.ly%2F12vnGvz+%23Montessori+%23math&via=ShillerMath][http://www.icontact-archive.com/F6pSnK7EpoqgJj2XwinVW012kS5zF8k7?w=4#googleplusone][http://www.icontact-archive.com/F6pSnK7EpoqgJj2XwinVW012kS5zF8k7?w=4#linkedinshare] Bringing the bling to math Not all manipulatives are created equal University of Notre Dame Associate Professor of Psychology Nicole McNeil studies how children learn (or don't learn) math. She just came up with some fascinating results that have repercussions for parents who want their preschoolers to learn - and love - math. Manipulatives work - but only when they are unfamiliar to the child. When children know a manipulative and its purpose, they focus on that - and not on its alternative purpose in helping to learn math. When a child doesn't know a manipulative, what the authors call "perceptual richness" takes place - a good thing because it brings more parts of the brain to bear on the mathematical concept and not on any pre-conceived notion of what the manipulative normally does. In other words, when it comes to preschooler math manipulatives, don't use that thing if it don't have that bling. Funny bone They said it It's a lot of bling to play with. You got to have the bling. Serena Williams(Continue reading)
RSS Feed