Children learn best through discovery Hollins, M & Whitby, V (2001). During the investigative process children can discover for themselves different mathematics techniques e.g. algebra and can discover why things might happen. Active learning is supported in the Plowden report cited in (Jarvis, M, 2001) pg 155, it proposed that ‘children should be actively involved in their learning rather than behaving as passive receivers of knowledge’. Once children have been taught the concepts in mathematics they can learn best through discovering new concepts and using what they know to find formula’s for a problem. In investigations children can make the activity their ‘own’ they can think about their own ideas and work through them on their own terms and children like working in this way. Children can see that math’s can be fun and can relate to their lives which is supported in Padfield, E (1995/6) pg 8 when he states ‘practice skills and to see that mathematics is fun and can be ‘real’ for them’. Investigations provide a meaningful context for children to learn mathematical concepts.
Random quote good for anything - Dabell, J, 2002, states that ‘Concrete materials should be used as teaching and learning aids whenever practically possible, to develop understanding and to foster a can-do frame of mind within children’.
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