Gieve Draper
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The Developmental Stages in Mathematics

 

Level One

  • Students need short maths games 1-7 minutes as they have a short attention span.
    Children need to understand concepts easily in game situations.
  • High participation rate of all children, especially in group work.
  • Activities should be related to their interests
  • Give clear, simple instructions and make sure they are understood. A Good way to check this is to ask the children to repeat instructions back to the teacher.
  • The children should use 'hands-on' resources, for example, multi-link, blocks
  • Teacher should use teach simple maths language appropriate to the level.
  • The teacher should remind children how to work in groups as they can be egocentric.

Level Two

  • Students still need short maths activities, but their attention span is longer than Level One.
  • Students need a lot of group work.
  • Activities should be related to students' interests.
  • The Teacher should use maths language appropriate to their level.
  • Teacher should give clear simple instructions.
  • Students are able to work independently for short periods of time.
  • Students still need hands on resources.
  • Children need high levels of involvement to maintain interests.


Level Three

  • There is a larger gap of ability levels so ability groupings are more needed. Perhaps maths interchange is in place.
  • Extension of gifted children.
  • Ability to pick up speed and fluency of basic facts.
  • Children are capable of working independently.
  • Children have a greater desire to be challenged.
  • Children have security in repetition so they can adapt to routine in the form of timetables.
  • Students socialise more in groups so teacher must allow more time for collaboration.


Level Four

  • Children can independently think and work by themselves. More activities from textbooks can be done.
  • There is a larger gap of ability levels so ability levels are needed. Perhaps maths interchange is in place.
  • Children have more co-ordination so they need more challenging activities.
  • Children have security in repetition so they can adapt to routine in the form of timetables.
  • Students socialise more in groups so teacher must allow more time for collaboration.
  • Teacher must plan for children who need extension activities.
  • Children can carry out longer investigations, and think critically.
  • Children have a varied number of strategies to work out problems.
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