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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)

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