You’ll be required to choose three consecutive primary school levels to build your folio around (e.g. Foundation, Year One and Year Two), and a maths concept that can be taught in each of these years.
Mathematics is a basic subject in the curriculum. Since the introduction of education systems worldwide every state focuses on establishing the strong mathematical foundation. It has been the main subject in most academic institutions directly or indirectly. It adds great value in minds of learners as they expand and develop their minds (Embrechts, 2018). It handles the broader part of human life since in our environment mathematics is a requirement in our day to day activities. Almost everything we do entails a part of mathematics, therefore, mathematics is our main activities’ ingredient. Mathematics entails a variety of concepts which need to be learned and understood (Tanner, 2018). Learners need to dig deep into mathematics by getting all mathematical concepts into their figure tips. Every concept in mathematics is given in a particular methodology depending on the education level. To expound the idea of mathematics concept and teachability, one of the mathematics concepts is to be put into consideration as a folio. Pre-algebra is considered and analyzed precisely.
Literally, in mathematics pre-algebra is a common name for a course in middle school math. Its main object and the only are to prepare learners for algebra. It includes several arithmetical and broad reviews. Since pre-algebra serves the purpose of preparing learners for algebra it is therefore considerately thought to lower levels as levels; one-two and they are considered in our case.
Algebra is a course in mathematics department is taught in all education levels that are primary, secondary and post-secondary education levels. It therefore covers greater parts in day to day activities as it is more of arithmetic. It has very crucial mathematical ideas which are applied in our daily activities economical, social and religious activities. The teaching of pre-algebra in mathematics differs from level to level from simpler to complex sections (Rider, 2018). Level one learner will always learn simple easily understandable sections and as the leader goes high the complexity of pre-algebra is embraced to make learners able to shift to harder activities. Learners in level one are given cheap and easy examples probably the physical ones. The education system used in Australia, American states and most of countries in the world embrace teaching this adorable and mind developing mathematical concept among many others (Peters, 2018). Since mathematics is a crucial subject in life and for learners to be competed and prominent self motivation is required and therefore teachers try to create environment that ensures student get into maximum comfort in learning and therefore are moved to learning on their own therefore a wise teacher will always highlight the learners to use methods which motivates the students up to finding solutions on their own and they find their way forward in learning. As the level goes high then students goes to a position of getting and creating their own ways of understanding to even developing new ideas out of the little they received from the teacher. Students with greater minds will always be manifested by their speed and accuracy in analyzing the algebraic expressions. Learners from level one get the first and simpler knowledge about pre-algebra in bits for easy understanding. They are fed with the information repeatedly for remembrance with the teacher giving physical examples enables to enable them understand this concept. For example familiar examples are used. Learners in level two get the pre-algebraic expressions in a normal and neutral manner such that they understand the concepts with ease. The research has proved that the second level of learning entails a lot of emphasis as the learners get the concepts in detail. Learners in level three are given the knowledge that will enable them have increased thinking capacity to be in a position to read and understand on their own by doing practical that will provoke their curiosity to continue with the lessons on their own. They always move by the facts they obtained from what they were fought by their teachers.
Concept descriptors are idea driving sub concepts that bring the main concept into realization and practice. The descriptors describe the main concept in precise by giving a chance to use relevant examples and are treated with understanding. The projected concept descriptors for pre-algebra are three and they will be used to enable learners to understand the pre-algebra concept in detail (Karpinski, 2018). The descriptors are as follows; fractions, percentages and negative numbers among others.
Fractions are parts of a whole and therefore they can be explained by giving students the relevant examples. The learners are required to cut a piece of paper fold it into two halves, others to possess oranges as the teacher cuts the orange into halves for illustration and elaboration. Students are supplied with ICT resources such as iPads and cameras to take photos and download tutorials about fractions .on the board the teacher gives some illustrations such as fraction bars-a fraction bar is a bar graph divided to a quite a number of portions to denote a fraction. Learners are requested to read the given values loudly and also asked questions of the drawn diagrams (Tcherkez, 2015). Fraction tables are tables on which columns and rows are shaded to differentiate the number of shaded and unshaded since fractions are parts of a whole. A fraction can be given in different examples. Learners more so at the tender age will want to enjoy examples that have edible materials like orange, mangoes, apples and many other edible materials like bread, boiled eggs among many. Students are instructed to cut and compare the whole orange with half .compare directly and indirectly. Give students a link to open an introduction presentation on their webcam and iPads as they will be curious to interact with technology cat their initial learning level. At level one learner engage in activities that can give them a fast image fraction since they cannot extract meaning from complex examples. The second level of learning ensures that students can answer some simple questions of the fractions and extract a simple meaning from the examples (Sundberg, 2018). These levels relate in that the initial level serves as the determinant for the preceding level hence learners are in a position to extract meaning from examples and make a proposal of some fractional ideas from the higher level of study.
The secondly proposed content descriptor is a percentage. The percentage is applied higher in financial accounting and other activities the percentage is calculated from the base hundred or out of hundred. As the name percentages suggest the cent means 100, therefore, learners are obliged to develop their minds in levels of percentage of real happenings. The percentage can also mean a part of a whole in relation with 100.therfore, learners get the concept of percentage by giving them some examples from the internet since education is more of interaction and therefore learners get motivated by things they see in a digital perspective (Cutler, 2018). Learners from level one two to three get to understand the concept descriptors in deep meaning and their minds are prepared for complex activities.
The third proposed content descriptor is Negative numbers. The descriptor can be expounded using different examples such as a number line of a statement expression. Example statement Dr. Smith had a loan in his account of $100 and he paid $80 what was Doctor Smith’s financial position. Negative numbers are numbers that appear on the left side of the number line they are denoted with a minus sign at the left side of the initial digit. All the content descriptors each are similar to the other directly or indirectly. Learning in initial middle or higher needs a teaching methodology and therefore students are in a position to work on their points of weakness for improvement and therefore a teacher having provided or established a strong foundation for the learners he or she will finally enjoy the fruits Hus or her effort since the learners will want to exploit their knowledge by studying most concepts prior to the teacher which turns to a revision and discussion during class time since learners have made the better part of their learning. As the name suggests the content descriptor gives the value of the content that learners have already learned the content of pre-algebra (Spevack, 2018). After understanding the content of pre-algebra the learners are introduced to the algebra itself whereby they get the real knowledge about algebra with difficult content descriptors.
Most of the discussed ideas are the image of the online sources and therefore they were accessed by learners to study their ideas with zeal since technological areas is a sophisticated way of learning. The learners rely upon when it comes to referencing (Higham, 2018). The learners were given some links to access the work with ease.
The article’s writers have also been consulted when teaching for students to browse. https://en.m.wikiversity.org/wiki/File:Arearectangle3frac4.png, for example, the link here can be used to access some fractional tutorials which were used by the students. The learners show a great zeal that they want to achieve the best when they are given electronic devices such as iPad laptops to study from (Mancosu, 2018) .while some of them take advantage and end up browsing other materials if not supervised with carefulness and therefore they work under teacher supervision.
Other sources like YouTube tutorial clips were used to learn the concept .online books, manual books .there is also used in online related articles and journals (Grattan, 2018). Learners were eager to adopt the system of online learning with ease and therefore many countries work to ensure standard education.
The online tutorials give the students diagrams and elaborations in an interesting manner that pulled students attention to appoint of living their destruction and focusing on the projection. The system analyzed the information to the learners precisely. The learners were not allowed to carry home any electronic device as they were supposed to live them in the store as school property. Learners who were not in a position to understand were simply enlightened by their friends .interactive learning is the best learning methodology that should be embraced by most of the schools who want to produce perfect and focused learners (Dlab, 2018). Learning at all levels of study such as level one, level two and level three of the learning and all learning modules are perfectly presentment. A situation like the difficult concept was not easily analyzable to the learners and therefore, cannot be given blind eyes since the performance of the learners were manifested as they could answer questions on the well-understood content. That meant that ICT sources boost learning in every level of study as the learners manifested a great anxiety with online learning (Smith, 2017). If the learning institutions embrace the kind of teaching methodology given here then a great and powerful work will be the output. It is now well confirmed that the methodology used is perfect and therefore a teacher should embrace such a methodology to ensure that students get the right information and gain more mathematical knowledge which is as important as the daily basis.
Conclusions
To crown it all it is well proofed that mathematics is basic study and has concepts which need concept descriptors to be fought to the learners. We have other subjects to learn about in our education system and therefore it is important we use a convenient learning and teaching metrologies in an appropriate manner (Hughes, 2018). Every student yearns to be the best and therefore the degree to which the success is manifested depends on the teacher and the student. Without giving a blind eye on any of the issue or learning activity education and more so mathematics is a determinant of much daily activity like we handle money daily and other arithmetical media, therefore, learners should never neglect learning of mathematics the same to the teachers and institutions.
References
Cutler, C. (2018). What are you learning, Billy Boy, Billy Boy?-The diary of a teacher’s incorporation of portfolios into mathematics instruction? Contemporary Education, 196(34), 32-36.
Dlab, V. (2018). Algebraic dependence structures (Preliminary communication). Commentationes Mathematicae Universitatis Carolinae, 109(18), 44-47.
Embrechts, P. (2018). The devil is in the tails: actuarial mathematics and the subprime mortgage crisis. ASTIN Bulletin: The Journal of the IAA, 99(10), 40-45.
Grattan, I. (2018). Benjamin Peirce’s Linear Associative Algebra: New light on its preparation and ‘publication’ In fond memory of Max H. Fisch Annals of Science, 104(5), 54-56.
Higham, D. (2018). An introduction to financial option valuation: mathematics, stochastics, and computation. Cambridge University Press, 100(6), 12-17.
Hughes, B. (2018). An early 15th-century algebra codex: A description. Historia Mathematica, 98(11), 32-35.
Karpinski, L. (2018). The Algebra of Abu Kamil. The American Mathematical Monthly, 101(22), 22-25.
Mancosu, p. (2018). Newton’s Toolbox. American Scientist, 198(40), 35-55.
Peters, S. (2018). Kakano (the seed): Growing rich mathematics in ECE settings. Early Childhood Folio, 234(37), 24-44.
Rider, R. (2018). A bibliography of early modern algebra. Univ of California Office for, 88(5), 21-27.
Smith, D. (2017). The first work on mathematics printed in the new world. The American Mathematical Monthly, 200(9), 20-23.
Smith, D. (2018). The first work on mathematics printed in the new world. The American Mathematical Monthly, 102(11), 23-30.
Spevack, M. (2018). A complete and systematic concordance to the works of Shakespeare. 87(9), 44-50.
Sundberg, S. (2018). COVER SHEET MATHEMATICS EDUCATION. 98(9), 12-17.
Tanner, R. (2018). The ordered regiment of the minus sign: Off-beat mathematics in Harriot’s manuscripts. Annals of Science, 108(40), 53-56.
Tcherkez, G. (2015). In folio respiratory fluxomics revealed by 13C isotopic. labeling and H/D isotope effects highlight the noncyclic nature of the tricarboxylic acid “cycle” in il, 198(56-67), 33-37
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