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Mathematics - Curriculum

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MathematicsTeacher GuidelinesPrimary SchoolCurriculumDUBLINPUBLISHED BY THE STATIONERY OFFICETo be purchased directly from theGOVERNMENT PUBLICATIONS SALE OFFICESUN ALLIANCE HOUSEMOLESWORTH STREETDUBLIN 2or by mail order fromGOVERNMENT PUBLICATIONSPOSTAL TRADE SECTION4-5 HARCOURT ROADDUBLIN 2(Tel: 01-6476834-5; Fax: 01-4752760)or through any booksellerDesign Consultancy:Bradley McGurk PartnershipDesigned by:The Identity BusinessPhotography:Christy McNamaraTypesetting:Spectrum Print ManagementPrinted by:Mozzon Giuntina - Florence andOfficine Grafiche De Agostini - Novara 1999 Government of IrelandMathematicsTeacher GuidelinesContentsMathematics in the primary curriculumIntroduction 2Mathematics in a child-centred curriculum3The content of the Mathematics curriculumStructure of the curriculum8Strand content9School planning for mathematicsCurriculum planning18Organisational planning20Classroom planning for mathematicsClassroom organisation24Section 1Section 3Section 4Section 2Mathematics Teacher GuidelinesApproaches and methodologiesTeaching approaches30Mathematical language30Estimation strategies for number32Problem-solving35Some activities with odd and even numbers37Paper-folding and fractions38Early mathematical activities40Place value notation boards42Integratio

This sociocultural theory sees cognitive development as a product of social interaction between partners who solve problems together. It acknowledges the importance of the home and family in the child’s learning and focuses on group interaction. It is a process approach rather than a step-like, incremental one. One form of instruction used is ...

  Sociocultural

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