Maths Education and Scientific Learning

Question: Discuss about the Maths forEducation and Scientific Learning. Answer: Introdcution Math is an important subject that has set a phenomenal mark in the domain of education and scientific learning. Basic numeracy that is taught in the schools determines the advanced mathematical conception (Australian Curriculum Mathematics pp 34). The problem of counting errors is a serious one that needs to be countered. The tutors should create a pleasing milieu for the early learners and help them to count every number with accuracy. The students gain significant opportunities to brush their skills and exhibit the talent with finesse. From the very beginning, the students should develop a habit of exercising these skills and make a good demonstration. The tutors should align both the theoretical premise and practical implementation. For an instance, if the child fails to cultivate the propensity at the tender age, then he would suffer from grave disorders at an advanced age. In the initial years, the students who are learning the fundamentals of counting would face problems in dealing with the numbers (Australian Curriculum Mathematics pp 37). In the early year, a child countenances problems in counting numbers. Since a child is not accustomed to the process of counting, he does it by rote memorization. For an example, the students, at their initial stage, describes the names of the numbers from one through ten. He does this, because he recalls the proper sequencing of the numbers. Therefore, he remembers the numbers by word. He simply could not discern the difference between them. The student fails to comprehend that five is two more than three (Counting and number sense in early childhood and primary years pp 155). During the time of counting, the concept of one-to-one pairing is the notion that each object exhibits one more. At the fundamental stage, the child will count each number by memory. While counting a few objects, he will count the number that he has recalled. For an instance, five beads are displayed on the tray and the child is asked to count the beads from 0ne to ten. In this way, he proudly fits his case (Counting and number sense in early childhood and primary years pp 40). The concept of counting on gives the child immense scope to carry on counting objects added to an earlier counted group other than recounting the entire group (Counting and number sense in early childhood and primary years pp 150). For an instance, a child is given two apples and start counting them. At the same time, he is given three more apples. The concept of counting on entails the child applies the method of one-to one synchronization and counts by three, four, five instead of beginning at one and again counting all five apples. The next important concept is recognition of patterns during Kindergarten math lessons. It is indispensable to define a pattern as any sequence. For an example, if we consider counting from one to one hundred by ones. In the process of counting, the students observe a recurring pattern, where all digits rotate from zero to nine before winding back at zero. Summing up, the teachers should use all the three paradigms, one-to-one pairing, counting on and recognition of pattern to make the subject even more comfortable to the students. The students, at their initial stage, find problems in discerning and counting numbers. Therefore, the tutors should use these concepts to impart lessons among the fledgling minds. Reference The Australian Curriculum pp 34 Counting and number sense in early childhood and primary years pp 155 Counting and number sense in early childhood and primary years pp 40 Counting and number sense in early childhood and primary years pp 150