In this article it discusses Dr. Bob Wright's work. Did this help you understand MR better, if so, what connections did you make to real use with students?
How is this article similar or different to the others we have read?
It did help me understand MR better because it was written from Bob Wright's viewpoint. When something is explained by the author, I think it is better understood.
I really liked the table on page 2 contrasting earlier and emerging approaches to early number instruction. I will be analyzing how I teach compared to emerging approaches and try to teach in the emerging way. One in particular, teaching children about addition and subtraction involving numbers beyond 10 before they learn place value. So many curriculums teach place value before addition and subtraction.
This article is similar because it provides a background to MR and an explanation of processes used. It is different because this is Bob Wright's own words. He is a developer of the program, so he knows MR inside and out.
That table was very helpful. I appreciate how all of these articles are bound. It makes it easier to keep them and refer back to them; as I will be referring back to this table!
I felt I was familiar with the concepts presented in the article as it was what has been presented in AVMR courses and is what we have worked with. But there were some details that I really appreciated. Now that I work with Kindergarten, I appreciated the section about how students learn numbers and the order in which they should be taught. The contrast between earlier approaches and emerging approaches helped to cement in my mind the way I should teach numbers. As I did not have too many preconceived ideas as to how to do this, I believe it is easier to adopt the emerging approaches. In connection with this, the section about the inherent difficulty in the number naming system just made sense. I wish our system was more like those East Asian Languages mentioned!
I agree our naming system is very confusing to children. I don't think they thought that through much when they developed it. Because the teen numbers pose such difficulty, it is okay to skip teaching those numbers and teach the decade numbers. Then after those are mastered come back to the difficult teen numbers.
It did help me understand MR better because it was written from Bob Wright's viewpoint. When something is explained by the author, I think it is better understood.
ReplyDeleteI really liked the table on page 2 contrasting earlier and emerging approaches to early number instruction. I will be analyzing how I teach compared to emerging approaches and try to teach in the emerging way. One in particular, teaching children about addition and subtraction involving numbers beyond 10 before they learn place value. So many curriculums teach place value before addition and subtraction.
This article is similar because it provides a background to MR and an explanation of processes used. It is different because this is Bob Wright's own words. He is a developer of the program, so he knows MR inside and out.
That table was very helpful. I appreciate how all of these articles are bound. It makes it easier to keep them and refer back to them; as I will be referring back to this table!
DeleteI felt I was familiar with the concepts presented in the article as it was what has been presented in AVMR courses and is what we have worked with. But there were some details that I really appreciated.
ReplyDeleteNow that I work with Kindergarten, I appreciated the section about how students learn numbers and the order in which they should be taught. The contrast between earlier approaches and emerging approaches helped to cement in my mind the way I should teach numbers. As I did not have too many preconceived ideas as to how to do this, I believe it is easier to adopt the emerging approaches.
In connection with this, the section about the inherent difficulty in the number naming system just made sense. I wish our system was more like those East Asian Languages mentioned!
I agree our naming system is very confusing to children. I don't think they thought that through much when they developed it. Because the teen numbers pose such difficulty, it is okay to skip teaching those numbers and teach the decade numbers. Then after those are mastered come back to the difficult teen numbers.
DeleteThat is a good suggestion. Teaching the more sensible decade numbers first makes sense.
Delete