Mathematics Challenges
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Possible Reasons for Mathematics Challenges
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Numicon System
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Features of Numicon, it is:
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The Purpose & Benefits
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How to Use It
1. Introduce Numicon shapes for learning to recognize the patterns without using names or numerals.
2. Start to put the shapes in order, again without using number names or numerals. 3. Give number names to the Numicon shapes, specifically counting the holes in each shape, filling them with pegs and learning to recognize the numerals. 4. Order the shapes and the numerals together. 5. Designed to consolidate all the learning achieved up to this point. The activities are designed to help children to confidently recognize Numicon shapes, use number names, recognize numerals, and make connections between their varied counting experiences and the Numicon shapes. 6. Numicon patterns are used to show how grouping counters into patterns is an efficient way to find out and see 'how many' objects there are in a collection. For instance, 16 objects can be arranged in a Numicon ten-shape pattern and in the Numicon six-shape pattern. 7. Children meet their first mental arithmetic strategies: In 'One more' children can see with the Numicon shapes that if you add one to any number it becomes the same as the next number; 'Doubles' are also introduced as special combinations of two numbers. 8. Subtraction is introduced first as taking away but as you can't actually 'take away' from a piece of Numicon we use the idea of hiding a part of the Numicon shape. |
References
Faragher, R., & Clarke, B. (. A. (2014). Educating learners with down syndrome: Research, theory and practice with children and adolescents. New York; London: Routledge.
Horner, V. (2002). Numicon, numeracy and a special need. Mathematics Teaching [H.W.Wilson - EDUC], 179, 28.
Nye J, Buckley SJ, Bird G. Evaluating the Numicon system as a tool for teaching number skills to children with Down syndrome. Down Syndrome News and Update. 2005;5(1);2-13.
Robinson, S. J., & Temple, C. M. (2011). Dissociations in mathematical knowledge: Case studies in Down’s syndrome and Williams syndrome. Cortex, doi:10.1016/j.cortex.2011.11.011
Wing, T. and Tacon, R. (2007). Teaching Number Skills and Concepts with Numicon Materials. Down Syndrome Research and Practice, 12 (1), 22-26.
Wing, T., & Tacon, R. (2007). Teaching number skills and concepts with numicon materials. Down's Syndrome, Research and Practice : The Journal of the Sarah Duffen Centre / University of Portsmouth, 12(1), 22-26. doi:10.3104/practice.2018
Horner, V. (2002). Numicon, numeracy and a special need. Mathematics Teaching [H.W.Wilson - EDUC], 179, 28.
Nye J, Buckley SJ, Bird G. Evaluating the Numicon system as a tool for teaching number skills to children with Down syndrome. Down Syndrome News and Update. 2005;5(1);2-13.
Robinson, S. J., & Temple, C. M. (2011). Dissociations in mathematical knowledge: Case studies in Down’s syndrome and Williams syndrome. Cortex, doi:10.1016/j.cortex.2011.11.011
Wing, T. and Tacon, R. (2007). Teaching Number Skills and Concepts with Numicon Materials. Down Syndrome Research and Practice, 12 (1), 22-26.
Wing, T., & Tacon, R. (2007). Teaching number skills and concepts with numicon materials. Down's Syndrome, Research and Practice : The Journal of the Sarah Duffen Centre / University of Portsmouth, 12(1), 22-26. doi:10.3104/practice.2018