I am trying to recall if my Math teachers in primary school ever used model drawing to explain fraction word problems. They did, but only at the beginning stage, where fraction was first introduced. When Dr Yeap does modelling of the story problem, we are able to "see" a better picture. Like what was shared by my other classmates, all that we were taught then were formulas - inferring denominators, using the LCM, turn over denominator over numerator when doing fraction division. It IS like that. I embraced it with no questions asked.
I never had problem with Math until Secondary Two. I joined the book-pickers club, picking up Math workbooks thrown to the floor. Well, we learned as we were taught then. Very procedural understanding.
But what Dr Yeap is trying to put across is that pictorial continues to help Math learners understand the conceptualization.
Dr Yeap demonstrated how Bruner's theory applies in the Spiral Curriculum.
In P2: deal with same denominator.
In P3: subtract different denominator
In P5: infer denominator
for children to learn, Bruner's style is, children "must have repeated opportunities" to explore concepts they have learned, and as they progress, newly-added ideas are given.
Different levels of Assessment Task
Bloom's Taxanomy described the different level of cognitive processes. Primary-levels Math are tested at the first three levels of Bloom's taxanomy: Knowledge, Comprehension and Application levels.
Then, we were presented with Pick's Theorem.
We were challenged to make as many squares as possible. When Dr Yeap told us that someone has managed to get more than 8, I knew this is another case of THINK OUT OF THE BOX. My brain enjoys being challenged, but it has its limitation. When it comes to Math, it has been programmed to think one-answer, although I tried very hard to push myself to the limit.
There is a theory shared in the link to Pick's Theorem. I do not understand it, but what I understood was Janica's discovery about the area of square. She's brilliant! As for me, I depended on Ain to simplify the explanation. Got a better picture afterwards. Thanks Ain.
Lastly, at the end of the day, we were given the nightly quiz. This time it is about monsters and eyes.
I did a layman's working as how I understood it: 2-eyed and 3 eyed monsters, how many monsters altogether when there are 19 eyes altogether?
2 + 3 = 5. (That's 2 monsters)
2+2+3+3 = 10 (4 monsters)
2+2+2+3+3+3 = 15 (6 monsters)
Add 15 eyes to 4 more of 2-eyed monsters, you get 19, and that gives you 8 monsters.
But when I was going through Rushda's Number Bonding homework the next day, I thought could this be it?
Dear God, please give my children the strength and ability to understand and make the learning of Mathematic a joyful journey for them.
