concept of addition

CONCEPT OF ADDITION

THE CONCEPT OF ADDITION CAN BE EXPLAINED AS THE JOINING OF GROUPS TOGETHER TO SEE HOW MANY THERE ARE ALL

TOGETHER.

INTRODUCING THE CONCEPT OF ADDITION WOULD START IN PREP OR YR 1 OF SCHOOLING. WHEN TEACHING THE CONCEPT OF

ADDITION THE 4 STAGE LANGUAGE MODEL FOR MATHEMATICS NEEDS TO BE TAKEN INTO CONSIDERATION.

(Jamieson-Proctor, 2012).

STUDENT LANGUAGE

WHEN INTRODUCING A NEW CONCEPT TO STUDENTS SUCH AS ADDITION THE TEACHER WOULD START AT THE STUDENT’S LANGUAGE STAGE. THE LESSON MAY DERIVE FROM A STORY ON ANIMALS

AND NOW THE CLASS WANTS TO FIND OUT HOW MANY TEDDIES THERE WERE ALTOGETHER. AT THIS LEVEL THE TEACHER WOULD VISUALLY HAVE TOY TEDDIES AND USE THE LANGUAGE 2 TEDDIES PUT WITH 3 TEDDIES

MAKES 5 TEDDIES ALTOGETHER. ONCE THE STUDENTS ARE COMFORTABLE AND UNDERSTAND THAT STAGE OF THE CONCEPT THE TEACHER MOVES ONTO THE NEXT STAGE.

MATERIALS LANGUAGE

AT THIS STAGE THE CLASS HAS BEEN LEARNING ABOUT SHOPPING AND WE WANT TO FIND OUT HOW MANY APPLES THE STUDENTS BOUGHT. THE MATERIALS LANGUAGE STAGE NOW CHANGES ON THE

CONCRETE/VISUAL STAGE FOR A REPRESENTATION OF USING COUNTERS OR MAB BLOCKS FOR APPLES. THE VERBAL SIDE STAYS THE SAME IN SAYING 4 APPLES PUT WITH 3 APPLES MAKES 7 APPLES ALTOGETHER.

MATHEMATICSLANGUAGE

IN THIS STAGE THE TEACHER MAY WANT TO STICK WITH THE SHOPPING THEME BUT ON THE VERBAL SIDE THE TEACHER INTRODUCES THE WORDS ADD AND EQUALS. THIS

COULD BE DONE BY SAYING TO THE STUDENTS THAT THESE WORDS ARE AN EASIER WAY TO SAY IT. THE TEACHER SHOULD ALWAYS MAKES SURE THAT THE STUDENTS STILL

FOLLOW THE CONCEPT ONCE THE LANGUAGE IS CHANGED. NOW THE STUDENTS SAY 4 APPLES ADD 3 APPLES EQUALS 7. THE CONCRETE VISUAL STAGE STARTS WITH THE

COUNTERS AND SLOWLY CHANGES FROM REAL OBJECTS TO PHOTOGRAPHS OF REAL OBJECTS.

SYMBOLIC LANGUAGE

THIS IS THE FINAL STAGE OF THE LANGUAGE MODEL. THE VERBAL AND VISUAL LANGUAGE NOW CHANGES

FROM OBJECTS TO NUMBERS. TO BRING THE STUDENTS TO THIS POINT THE TEACHER MAY HAVE USED

INTEGRATED LEARNING IN ENGLISH AND WAS TEACHING THEM ABOUT WRITTEN NUMBERS. THE TEACHER

NOW CHANGES THE LANGUAGE TO 2 ADD 2 EQUALS 4. THE CONCRETE/VISUAL SIDE ALSO CHANGES FROM PHOTOGRAPHS OF REAL OBJECTS TO USING SYMBOLS OF NUMBERS. ONCE THE STUDENTS

ARE COMFORTABLE AT THIS STAGE THEY SHOULD BE ABLE TO DO A COMPLETE MATHEMATICAL

EQUATION FOR ADDITION.