Learning Stages in the Construction of the Number Sequence
What were at least three things you learned from this article?
What is at least one question you still have about counting?
What were at least three things you learned from this article? The overall idea was to explain the five learning stages in the construction of the number sequence. I immediately made the connection to SEAL and article #6 about the teaching of early number. This article gave a very scientific explanation of the stages students go through in their counting. Through our discussions and on page 87, “Patterns”, I have found it interesting how students make numbers through visual, tactual, auditory and kinesthetic events. The point I found interesting in the article was that “all of this can occur without the child being able to re-create an experience of the pattern in the absence of the relevant sensory signals” (pg.88). Students have a hard time re-creating regular dot patterns at times, even after recognizing the amount. The last point I found interesting was how children develop a composite thinking of number. Not only does “seven” represent “7” but it “refers to the verbal number sequence from one up to an including seven.” Working in the upper grades where students work with whole numbers all of the time, it is interesting to see how children form an understanding of whole numbers and how they can be part of other numbers.
What is at least one question you still have about counting? I believe it is good to extend my student’s knowledge of numbers beyond 10 early on. But should I use basic addition word problem situations yet (with materials) with my intervention group of kindergartners who do not fully have down the names of numbers (1-10), the number sequence and the symbols for numbers 1-10?
If they have the number sequence yes, it is very important. You can demonstrate the symbolic for them and that number has more meaning when used in context.
Even if you only have one student in that group with an accurate number sequence you should still do those counter/story problems because that one student model can change a students understanding way faster than a suggestion from a teacher.
The first thing I learned from this article was that there has been EXTENSIVE research into the counting processes of children. Some children lack internalized counting, which forces them to count from 1 over and over again. A second thing I learned was tacitly nested number sequence is that a number word now symbolizes 1,2,3,4,5,6,7 as a unit, 7. I never put a word with what it is. It reminds me of nesting dolls. The third thing I learned was that patterns are a part of perceptual counting because they coordinate the ability to produce a perceptual collection of units and the ability to produce a sequence of number words (dice, finger patterns, beats). I also liked what Nick had to say about patterns.
Also, I liked Nick's question. What is the answer to that? I also wanted to know which construct is usually the longest to move from?
What were at least three things you learned from this article?
ReplyDeleteThe overall idea was to explain the five learning stages in the construction of the number sequence. I immediately made the connection to SEAL and article #6 about the teaching of early number. This article gave a very scientific explanation of the stages students go through in their counting.
Through our discussions and on page 87, “Patterns”, I have found it interesting how students make numbers through visual, tactual, auditory and kinesthetic events. The point I found interesting in the article was that “all of this can occur without the child being able to re-create an experience of the pattern in the absence of the relevant sensory signals” (pg.88). Students have a hard time re-creating regular dot patterns at times, even after recognizing the amount.
The last point I found interesting was how children develop a composite thinking of number. Not only does “seven” represent “7” but it “refers to the verbal number sequence from one up to an including seven.” Working in the upper grades where students work with whole numbers all of the time, it is interesting to see how children form an understanding of whole numbers and how they can be part of other numbers.
What is at least one question you still have about counting?
I believe it is good to extend my student’s knowledge of numbers beyond 10 early on. But should I use basic addition word problem situations yet (with materials) with my intervention group of kindergartners who do not fully have down the names of numbers (1-10), the number sequence and the symbols for numbers 1-10?
If they have the number sequence yes, it is very important. You can demonstrate the symbolic for them and that number has more meaning when used in context.
DeleteEven if you only have one student in that group with an accurate number sequence you should still do those counter/story problems because that one student model can change a students understanding way faster than a suggestion from a teacher.
DeleteThe first thing I learned from this article was that there has been EXTENSIVE research into the counting processes of children. Some children lack internalized counting, which forces them to count from 1 over and over again. A second thing I learned was tacitly nested number sequence is that a number word now symbolizes 1,2,3,4,5,6,7 as a unit, 7. I never put a word with what it is. It reminds me of nesting dolls. The third thing I learned was that patterns are a part of perceptual counting because they coordinate the ability to produce a perceptual collection of units and the ability to produce a sequence of number words (dice, finger patterns, beats). I also liked what Nick had to say about patterns.
ReplyDeleteAlso, I liked Nick's question. What is the answer to that? I also wanted to know which construct is usually the longest to move from?