Learning Mathematics Through. The Interactive Teaching Programs and guides for their use can. English, Foundation, ICT, Mathematics, Primary Strategy. This ITP allows you to divide a green strip into a number of equal parts and colour the individual parts. Effective Programmes for Primary Mathematics. US National Everyday Mathematics. Effective Programs for Elementary Mathematics. Interactive Teaching Programs (ITPs) National Whiteboard Network All the Primary Strategy whiteboard. Interactive Teaching Programs. UK Government Web Archive. Archive instances 2012. Interactive teaching programs. The National Numeracy Strategy has been developing and trialling Interactive Teaching Programs (ITPs) since January 2. Thirty two ITPs have been completed and can be run from this CD- ROM. You can read the guide for an ITP by clicking on its title from the left- hand menu. If you prefer the guides on paper, you can open and print out the ITP guides from the column on the right of this page. You can run an ITP from its guide page by clicking on the ITP button or run it directly from the 'itp' directory on this CD- ROM. Experience tells us that games can be very productive learning activities. Gough (1. 99. 9) states that . The key idea in this statement is. In this sense, something like Snakes and Ladders is NOT a game because winning relies totally on chance. The players make no decisions, nor do that have to think further than counting. There is also no interaction between players - nothing that one player does affects other players' turns in any way. Oldfield (1. 99. 1) says that mathematical games are 'activities' which. In a group of children playing a game, one child might be encountering a concept for the first time, another may be developing his/her understanding of the concept, a third consolidating previously learned concepts. Assessment - children's thinking often becomes apparent through the actions and decisions they make during a game, so the teacher has the opportunity to carry out diagnosis and assessment of learning in a non- threatening situation. Home and school - Games provide 'hands- on' interactive tasks for both school and home. Independence - Children can work independently of the teacher. The rules of the game and the children's motivation usually keep them on task. Few language barriers - an additional benefit becomes evident when children from non- english- speaking backgrounds are involved. The basic structures of some games are common to many cultures, and the procedures of simple games can be quickly learned through observation. Children who are reluctant to participate in other mathematical activities because. Hints for Successful Classroom Games. These tips come from Alridge & Badham (1. Make sure the game matches the mathematical objective. Use games for specific purposes, not just time- fillers. Keep the number of players from two to four, so that turns come around quickly. The game should have enough of an element of chance so that it allows weaker students to feel that they a chance of winning. Keep the game completion time short. Use five or six 'basic' game structures so the children become familiar with the rules - vary the mathematics rather than the rules. Send an established game home with a child for homework. Invite children to create their own board games or variations of known games. Future articles in this series will cover types of games and creating your own games. Primary Mathematics Association. Davies, B. The role of games in mathematics. Playing mathematical games: When is a game not a game? Australian Primary Mathematics Classroom. Games in the learning of mathematics. Primary National Strategy Interactive Teaching Programs. Primary National Strategy Interactive Teaching Programs. Number Grid Author: Dian Hemsley.Mathematics in Schools.
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