Geometry and Spatial Sense, Grades 4 to 6 - EduGains
Geometry and Spatial Sense, Grades 4 to 6 - EduGains
Geometry and Spatial Sense, Grades 4 to 6 - EduGains
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12<br />
Addressing the needs of Junior Learners<br />
Every day, teachers make many decisions about instruction in their classrooms. To make<br />
informed decisions about teaching mathematics, teachers need <strong>to</strong> have an underst<strong>and</strong>ing of<br />
the big ideas in mathematics, the mathematical concepts <strong>and</strong> skills outlined in the curriculum<br />
document, effective instructional approaches, <strong>and</strong> the characteristics <strong>and</strong> needs of learners.<br />
The following chart outlines general characteristics of junior learners, <strong>and</strong> describes some of the<br />
implications of these characteristics for teaching mathematics <strong>to</strong> students in <strong>Grades</strong> 4, 5, <strong>and</strong> 6.<br />
Area of<br />
Development<br />
Intellectual<br />
development<br />
Physical<br />
development<br />
Characteristics of Junior Learners <strong>and</strong> Implications for Instruction<br />
Characteristics of Junior Learners Implications for Teaching Mathematics<br />
Generally, students in the junior grades:<br />
• prefer active learning experiences that<br />
allow them <strong>to</strong> interact with their peers;<br />
• are curious about the world around<br />
them;<br />
• are at a concrete, operational stage of<br />
development, <strong>and</strong> are often not ready<br />
<strong>to</strong> think abstractly;<br />
• enjoy <strong>and</strong> underst<strong>and</strong> the subtleties of<br />
humour.<br />
Generally, students in the junior grades:<br />
• experience a growth spurt before<br />
puberty (usually at age 9–10 for girls, at<br />
age 10–11 for boys);<br />
• are concerned about body image;<br />
• are active <strong>and</strong> energetic;<br />
• display wide variations in physical<br />
development <strong>and</strong> maturity.<br />
<strong>Geometry</strong> <strong>and</strong> <strong>Spatial</strong> <strong>Sense</strong>, <strong>Grades</strong> 4 <strong>to</strong> 6<br />
The mathematics program should provide:<br />
• learning experiences that allow students<br />
<strong>to</strong> actively explore <strong>and</strong> construct<br />
mathematical ideas;<br />
• learning situations that involve the use<br />
of concrete materials;<br />
• opportunities for students <strong>to</strong> see that<br />
mathematics is practical <strong>and</strong> important<br />
in their daily lives;<br />
• enjoyable activities that stimulate<br />
curiosity <strong>and</strong> interest;<br />
• tasks that challenge students <strong>to</strong><br />
reason <strong>and</strong> think deeply about<br />
mathematical ideas.<br />
The mathematics program should provide:<br />
• opportunities for physical movement<br />
<strong>and</strong> h<strong>and</strong>s-on learning;<br />
• a classroom that is safe <strong>and</strong> physically<br />
appealing.<br />
(continued)