Transcription of 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 2 Mathematics in a child-centred curriculum3 The content of the Mathematics curriculumStructure of the curriculum8 strand content9 School planning for mathematicsCurriculum planning18 Organisational planning20 Classroom planning for mathematicsClassroom organisation24 Section 1 Section 3 Section 4 Section 2 Mathematics Teacher GuidelinesApproaches and methodologiesTeaching approaches30 Mathematical language30 Estimation strategies for number32 Problem-solving35 Some activities with odd and even numbers37 Paper-folding and fractions38 Early mathematical activities40 Place value notation boards42 Integration, linkage and cross- strand planning46 Mathematical trails47An example of cross- strand pl
strand unit. It is envisaged that teachers will develop and extend these suggestions as they work through the programme • vocabulary relevant to the strand unit is shown in bold type, for example long/longer, short/shorter, positive/negative • the sequence of presentation of the strands in the content document is: Number, Algebra, Shape and ...
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