美国密歇根州论文代写:扩展的加法

Keywords:美国密歇根州论文代写:扩展的加法

扩展的加法方法通常在较低的关键阶段2中引入，但是每个老师在学习的这一阶段会有不同的强调，这取决于学生的进步。学校的证据表明，作为更有效的专栏方法的先驱，它是学习的一个关键阶段。它的作用是引导孩子们对更困难的算法做准备，特别是在数字开始跨越10的分界和“交换”的时候。虽然扩充的方法可以很自然地识别出更有能力的学生，他们已经准备好去学习列方法，但大多数老师会同意，对于一些孩子来说，在学习的这一阶段最容易产生困惑。Haylock(2010)和Hansen(2011)赞同这样一种观点，即认为缺乏自信的孩子应该在学习过程中接受更多的实际干预，而学校的证据表明，视觉和操纵资源将如何积极地支持准确的书面方法;帮助在计算过程中避免“认知超载”，这通常是问题(Ryan和Williams 2007:13)。此外，以10个区块为基础，并放置价值栅格，可以更容易地过渡到“交换”。
美国密歇根州论文代写:扩展的加法
The expanded method of addition is usually introduced in Lower Key stage 2 but each teacher will place a different emphasis on this stage of the learning, depending on pupils' progress. School evidence suggests that as a precursor to the more efficient column methods, it is a crucial stage of the learning. It serves to guide children towards columnar value concepts in preparation for more difficult algorithms, especially where numerals start to cross the boundaries of powers of ten and 'exchanging' is required. Whilst expanded methods of addition will naturally identify more able students who are ready to move on to column methods, most teachers would agree that for a few children, confusion is most likely to occur during this stage of the learning. Haylock (2010) and Hansen (2011) endorse the idea that children who are identified as being less confident should receive more practical intervention within the learning, whilst evidence across schools has demonstrated how visual and manipulative resources will positively support accurate written methods; helping to prevent "cognitive overload" in the calculation process which is often the issue (Ryan and Williams 2007:13). Moreover, working with base ten blocks and place value grids will enable easier transition towards 'exchanging'.