A Multi-Sensory Approach to Numeracy: Workshop 4 Solving Algebra Riddles (27.5.2020)
This course aims to equip teachers with visible, tactile and spoken methods for the development of children’s number-concepts. We work from visible picture-making - to mental picture - to concept. This addresses the need of all children, to inwardly picture number-relationships. Where appropriate, the focus will be on the needs of those who struggle to do this, especially the dyslexic and the dyscalculic children. Participants gain a kit bag of methods through working on the practical tasks in groups and through the illustrated material to take-away. An understanding of this approach enables teachers to create their own techniques. In outline the entire journey of primary mathematics is included and links are made to the primary mathematics curriculum in Ireland. Unfortunately there is no sub cover available for these workshops.Workshops are stand alone.
Workshop Four: Solving Algebra Riddles 11.3.2020
Theseus, on his path into the minotaur’s labyrinthine cave, left behind him a thread by which to later find his way out again to the light of day. In this workshop we practise this method, literally walking into and out of an algebraic labyrinth, an algorithm, to find what was initially unknown: the value of ‘x’. Then we do the same as a purely spoken dialogue and finally we write it all down on paper, as the written algebra with which we’re accustomed. Doing this over and again on ever new algebraic tasks, we de-mystify the symbolic script. Then, to clarify the true meaning of that much mis-used sign ‘equals’ .. we use a pair of weighing scales, to solve equations. Through this method we (and thereby the children too) have at least a picture of ‘equals’ and ‘equation’.
|Course date||27-05-2020 9:15 am|
|Course End Date||27-05-2020 3:15 pm|
|Registration Start Date||26-08-2019|
|Cut off date||27-05-2020 9:00 am|
|Speaker||Gordon Woolard Dip SpLD AMBDA PATOSS Independent Specialist Teacher and Trainer|
|Location||Laois Education Centre|