Number tools math in context

For the best experience, we recommend using a modern browser that supports the features of this website. The body of knowledge and practice known as mathematics is derived from the contributions of thinkers throughout the ages and across the globe. It gives us a way to understand patterns, to quantify relationships, and to predict the future. Math helps us understand the world — and we use the world to understand math.

The world is interconnected. Everyday math shows these connections and possibilities. The earlier young learners can put these skills to practice, the more likely we will remain an innovation society and economy.

Algebra can explain how quickly water becomes contaminated and how many people in a third-world country drinking that water might become sickened on a yearly basis. A study of geometry can explain the science behind architecture throughout the world. Statistics and probability can estimate death tolls from earthquakes, conflicts and other calamities around the world. It can also predict profits, how ideas spread, and how previously endangered animals might repopulate.

Math is a powerful tool for global understanding and communication. Using it, students can make sense of the world and solve complex and real problems. Rethinking math in a global context offers students a twist on the typical content that makes the math itself more applicable and meaningful for students. For students to function in a global context, math content needs to help them get to global competence, which is understanding different perspectives and world conditions, recognizing that issues are interconnected across the globe, as well as communicating and acting in appropriate ways.

In math, this means reconsidering the typical content in atypical ways, and showing students how the world consists of situations, events and phenomena that can be sorted out using the right math tools. Any global contexts used in math should add to an understanding of the math, as well as the world. Spatial sense, structure and pattern, number, measurement, data argumentation, connections and exploring the world mathematically are the powerful mathematical ideas children need to become numerate EYLF p.

When educators consider including mathematics and numeracy in early childhood programs, there is often confusion about the relevance of concepts such as algebra or statistics. Children are active learners, exploring the world and beginning to develop explanations for observed phenomena from a young age. With encouragement, guidance, experience and learning, children further develop their capacity to reflect on their own thinking processes, approaches to learning and using mathematics in their everyday engagement with their world..

This resource illustrates the variety of ways that educators, working with children from birth to age five, can support numeracy learning and development. Presented across three key mathematical concepts; Number and Algebra; Measurement and Geometry; Statistics and Probability reflective of the Victorian Early Years Learning and Development Framework and the Victorian Curriculum and organised to consider children's learning from birth to age five; early childhood educators are offered ideas for learning experiences, ways to engage families and opportunities for intentional teaching.

The suggestions included in this resource represent only some recommendations to help educators strengthen and enhance numeracy learning in programs for young children. Educators will have their own ideas that will complement this collection and are encouraged to work with their colleagues, as well as children and families, to expand their ideas and resources.

Links to a range of resources are included that offer additional materials for further consideration. Number and Algebra for young children involves exploring mathematical concepts such as patterns, symbols, and relationships. A large part of learning in this area involves using numbers in everyday contexts, counting objects and understanding how the numbers combine and connect to describe the world and help us to make meaning.

Measurement and Geometry for young children involves exploring mathematical concepts such as the size, shape, position and dimensions of objects. A large part of learning in this area involves becoming familiar with and using numbers and words to describe objects and know the difference between objects. Statistics and Probability for young children involves sorting, understanding and presenting information from groups of objects in order to understand what is happening.

Probability is about understanding the chance of something occurring and making decisions based on that thinking. It is important for adults to reflect on their anxiety in relation to mathematics and shift their perception towards the potential that mathematics provides to make their lives more meaningful.

Many early childhood educators are competent users of mathematical concepts, and their numeracy skills are excellent however, these are not always recognised as a positive and necessary part of their daily lives. Families play a crucial part in the development of children's mathematics and numeracy learning.

Since numeracy in the early years is so highly connected to daily life and the way we make meaning of the world, families can provide opportunities to explore mathematics and support children to become confident about their mathematics and numeracy learning.

Throughout this resource, learning experiences have been identified that are specifically designed for families to try at home. Educators are encouraged to share these ideas with families in their regular communications. National Numeracy Review Report. Canberra: Commonwealth of Australia. Jonas, N. Numeracy practices and numeracy skills among adults. Paris: Organisation for Economic Co-operation and Development. Shomos, A. First I did a theorem from circle experimental verification by using GeoGebra in laptop, and tough them to prove another theorems, turn by turn they developed the concept of theorems experimental verification joyfully.

On the next day when I asked my students to prove a theorem experimentally in the class they did it easily and happily. ICT as a Process Contemporary technologies, specifically information and communication technologies today are considered a key factor of quality education system success, especially because the educational process is based on the collection, processing and presentation of information Eisenberg, As per the story mentioned above shows that use of ICT encourage the students to learn and motivate to learn the local content with the international dimension.

ICT-supported learning promotes the manipulation of existing information and the creation of real-world products rather than the regurgitation repetition without analysis of received information. Now a days I Encourage my students to find out the meaning of some terminologies in mathematics from the internet.

We in the schools are running some mini-projects for the students in the different subject there some project we run in the collaboration of international schools partners for the process both the schools class rooms become connected through the Skype conference and they share the ideas about the project. As a student of Kathmandu University I am a distance student online as the process of learning I normally go through the Moodle and find out the details about the course content.

Whenever I need the help I just call to the teacher and discuss online in need. It can be concluded that contemporary technology, especially ICT, enables us to substitute obsolete contents with new ones, in accordance with the perceived need for the improvement of information literacy related to curricula Tomljenovic, As the learning process student can learn through internet and self-discover the new problem solving strategies, also can link the mathematics with culture and life-skill.

Also helps to Motivate and Engage Learners through the use of ICT educators can provide opportunities to learners by engaging and motivating them so that they can meet their individual learning needs.

Using the ICT in teaching in the class room makes the teacher and students active and creative Poudel, As we discussed above it gives the good platform to both teachers and students for the conceptual learning and the learning process can be conducted by using the means of the ICT more than that when we learn the content in ICT it add the value of international dimension in learning so that learners can search new ideas so solve mathematical problems that develops creativity on the students.

Challenges of using ICT The development of information and communication technology in Nepali education system is faced with many challenges. So far, ICTs have not been used as a way of gaining new knowledge and skills in schools, due to inadequacy of curriculum content and limited access to ICT Dhital, Other challenges in using the ICT in teaching mathematics includes the size of class room, Infrastructure and funding, lack of qualified personnel and lack of policy formulation and implementation.

The following are challenges facing in implementation of ICT in government schools of Nepal Lack of skill and learning attitude of the teachers Mathematics teachers are faced with inhibiting challenges or barriers to computer use Hudson and Porter, But it seems only in the urban area, still most of the teachers in the rural area are falling into the struggling to use of ICT in teaching mathematics. We have very few teachers those who are familiar with the use of ICT in mathematics because they are guided by the same schooling of traditional schooling system of chalk and board teaching system.

As per the cited document the learning environment and the learning attitude of the teachers is one challenge in the use of ICT in teaching and learning mathematics. May be that factor plays the vital role in the other side most of the teachers are using traditional way of teaching in the class so that may not have the interest of using the ICT because teachers need to be update and digitally literate in the content. Due to the lack of human resources that is skilled human power is another factor as a challenge on the program.

Infrastructure and budgeting The recent plan three year plan, of GON NPC, has included the polices related to ICT in Education that, schools will be encouraged to use ICT in education to increase access to quality education in rural areas, digital divide will be reduced, and ICT will be integrated in all aspects of education. Result oriented curriculum Nepalese educational policy is often blamed as a donor driven or donor based. Our curriculum is not on the basis of Nepalese context, it is almost designed by the so called experts from the developed country Nepal, The curriculum in Nepal is result oriented and the parents, students and school administration focus only in the marks that the student obtained in an examination, so morally the process force the teachers to go with the exam oriented teaching and marks focus teaching which demoralize the teachers to use of ICT in the class.

As we have maximum rural area in our country so that the parents and teachers even the administrators of the school has more focus in the marks of the students not in the conceptual learning and learning ability. Size of the class Large class sizes make it difficult for teachers to employ interactive teaching strategies or to gain insight into the difficulties experienced by students. Large classes pose problems for all students but students who are under-prepared are particularly affected.

It is these contexts that provide useful opportunities for educational technologies. Even not taking concern on the skill due to which teachers may feel stress in the use of ICT in teaching of may be the challenges on it.

One of the major barriers of integrating ICT is the lack of classroom time for students to use computers. Due to more students in the class room the time for each student in the IT room get less so that it becomes difficult task for the teacher to complete the target of the curriculum. Conclusion When we were told to think of a topic for research, I was in big dilemma about choosing the title.

I had interest in various subjects matters of research but it had be a concrete one. Then I thought about the technology uses in the learnings. I reflect with the experience of doing ICT activity in the class of Kathmandu University and in the class room. Things in the classroom activities gave me a framework in my mind that I was going to do something regarding the use of technology.

Study concluded that the content in mathematics classroom in Nepal can be conceptualized with the help of ICT integration in the mathematics teaching and learning. Abstract content could be contextualized with the help of ICT so that students can gained the knowledge in the collaboration, digital literacy skill and communication skill can also be developed through the use of ICT in teaching mathematics.

Classrooms can be connected in the nationally and internationally so that the international dimension in learning takes place. ICT can be the tool and process for the conceptual learning of the students such as GeoGebra can be a tool for the conceptual learning of Transformation, Linear Programming, Geometrical theorem teaching in the mathematics learning. ICT in mathematics helps in the contextual teaching in class, as we can contextualize the content with the help of different ICT tools so that the learning be more conceptual and sustainable.

Use of ICT in mathematics class increase the interest of students, it contextualize the content, visualize the content in mathematics.

Different mathematical software, You Tube videos and other internet site could help students for the conceptual learning, it refer our students for the self-learning and also connect the teachers from the worldwide in a moment, due to the process and the learning ability in the mathematics ICT motivate the students in learning. The study found that were not adequately trained on ICT integration in teaching and learning Mathematics in secondary schools.

The study concluded that teachers to be trained on how to use ICT infrastructure, on a regular basis and training to be done at zonal levels, at least after every six months. Mathematical expressions that are written with the running text are called inline math; while mathematical expressions that break the flow of the text such as formulas or equations are called display math.

TeX takes care of proper spacing around expressions and provides macros to typeset most mathematical constructs. Complicated expressions can be built by working in stepsbreak down the expression into sub-expressions, build the sub-expressions and then combine them to get the complicated expression. ConTeXt is plain TeX compatible.