What is the purpose of the new math concept

Gustav Heinemann School

Table of Contents

1 Introduction

2. Tasks and goals

3. Important principles of math teaching

4. Diagnostics in math class

5. Learning content

5.1. Basal area

5.2. Prenumeric area

5.3. Numerical range

6. Framework conditions at the GHS

1 Introduction

Our environment can partly be described by mathematical laws. If you know basic mathematical content, this facilitates the orderly perception of the environment and thus acting in it. The pupils of the Gustav Heinemann School should be given access to mathematical skills and competencies in order to enable them to cope better with their everyday lives.

2. tasks and goals

Mathematics lessons should enable the children to recognize mathematical relationships in their environment and to solve problems with mathematical means. Basic skills are developed and trained: compare, organize, sort, collect data, recognize rules, generalize, find solutions, justify procedures. The required properties of accuracy, concentration, care, clarity and perseverance should be promoted and maintained.

At our school, mathematics must be based on practical life content, as mathematics is understood as practical life education in the sense of independent education. It is therefore important to take up learning situations from all areas of everyday school life: B. morning group, material lessons, housekeeping, works, games, sports, etc. The selected learning situations are analyzed, documented and processed for their mathematical content. Further criteria for the selection of learning situations are the learning needs of the students and the possibilities for concrete action.

The linguistic formulation of problems and solutions plays a special role in mathematics lessons. It clarifies and strengthens the understanding of laws and should always be included if possible. Linguistic skills are also promoted and developed in this way.

Another important goal is to enjoy math lessons.

3. Important principles of math teaching

Maths lessons are taught in an interdisciplinary manner whenever possible. Project-oriented teaching topics are particularly suitable, as different skills of the child from different subjects are activated, networked and further developed. This form of work promotes the pupil's own activity and independence and increases motivation, receptiveness, criticism and self-confidence.

The support, which is intended to help our students to overcome their difficulties in the subject of mathematics, must include general measures that affect all learning difficulties, in particular intensive work on the mathematical content that is tailored to the specific problems of the child concerned. Stumbling blocks are in particular:

1. Development of number ideas

2. Development of concepts of action for arithmetic operations

3. Development of effective calculation strategies

We therefore encourage active / discovery / experimental learning in the child who picks up the pupil where he / she stands. The learning takes place in small steps so that a sense of achievement (and thus confidence in one's own abilities) is possible. The pupils should find solutions themselves and solve math problems if possible.

The tasks result from the child's specific immediate living environment. The various contents are processed in several stages at a different level, basically starting with the active,

d. H. specific level of action. Materials are used that correspond to the respective age of the student. In new, stimulating contexts, the familiar is taken up and practiced again and again.

Mathematical content is conveyed in such a way that content-related networks of relationships emerge so that relationships become clear (e.g. plus and minus are related).

It is also important to practice what you have learned. Practicing is understood as an integral part of an active learning process. The tasks should be presented as diverse as possible and, as far as possible, should be practiced and discovered through practice.

It is important to us that students help each other to develop and review various solution strategies. You should learn to verbalize mathematical relationships, to formulate hypotheses and to check them. We give them space for their own ideas and creativity.

4. Diagnostics in math class

Diagnosing and checking skills, that is the key to individual development so that the student can be picked up where he / she is. The longer there are learning deficits, the more difficult it is to get support. That is why we want to find out at an early stage which mathematical concepts the child has not grasped correctly and what the causes are, i.e. which learning prerequisites are missing or not sufficiently developed. We try to combine observation, support and diagnostics accompanying the learning path. How can this be done?

Constant is important to us observation of learning and performance strategies in the classroom. You can do this Diagnostic tasks be designed in such a way that learning and thinking processes as well as a differentiated learning status can be recorded. In individual situations, pupils can be asked about their solutions (Thought interview). This is an important tool to uncover the hidden thought processes and to understand how mistakes come about. It is also possible for the pupil to speak out loud while arithmetic. Solutions can also be implemented through drawings or concrete action.

Of course, standardized diagnostic tests can also be used. "In principle, the following applies: Test procedures that were standardized more than 8 to 10 years ago are considered out of date and their use is not recommended." (Ministry of Education, Hessen *)

Under

http://lernarchiv.bildung.hessen.de/grundschule/Mathematik/index.html

then enter "diagnostics",

the recommended standardized and informal tests are listed.

At the end of the error and learning status diagnosis, there is the establishment of operationalized support goals related to the individual performance behavior of a student.

5. Learning content

5.1. Basal area

The aim is to experience and order the world with the body's own systems. This includes hearing, smelling, tasting, feeling, touching, rocking, running, balancing, jumping, as well as finger games, promoting the spatial position, etc.

5.2 Prenumeric Area

This area is used to prepare the concept of number and to acquire elementary and basic mathematical activities and skills (such as comparing, differentiating, sorting, classifying). This includes the following topics:

• Ability to differentiate, blend and organize

presented or found material

• Consolidate the body scheme as the basis for spatial orientation

• Form groups and subgroups (classification)

• Determine the characteristics of objects

• Form groups and sub-groups according to developed characteristics

• Gaining spatial terms

• Form rows (seriation)

• Record the equality of quantities of objects

• Form piece-by-piece assignment

• Recognize the principle of quantity conservation (invariance)

• Use object representatives

• Make your first experiences in swapping

• Disassemble and assemble objects

• Add items and quantities

These basics must first be secured before a mathematics class in the numerical field is possible.

5.3. Numerical range

If the student has mastered the basics in the prenumerical area, the numerical area should be taught. The number range can first be built up to 3, then up to 6, 10, 20, 50, 100, 1000.

Important areas of math lessons are: measuring and weighing, lengths, areas and bodies, dealing with money, with the clock, with the calendar, samples and rows.

The “Click!” Course serves as a guide for the order in which arithmetic operations and their links can be set up and presented.

6. Framework conditions at the GHS

Math lessons are taught in all 15 classes in our school. It takes place in eight classes in a class group, in six classes in courses with different levels of performance.

The arithmetic course "Click!", Which serves as a basis and / or orientation, is ordered for the school. This course is accessible in the material collection in the staff room. In addition, further text and learning books as well as teaching and learning materials are available. These are supplemented after an annual survey among the teaching staff, in which current acquisition and further training requirements for mathematics lessons are determined. A list of the books and materials already available is hanging out.

In the classes there are various different materials for mathematics lessons, such as: B. Muggle stones, reversible plates, abacus, hundred field, calculator, etc., which correspond to the preferences of the respective teacher.

At least one computer workstation with Budenberg learning software is set up in each class.

As of June 2015

Karoline Bauriedel-Volk

Special school teacher