teaching aids that can be applied to Year Two students with Dynamic Digital Artefacts (DDAs)..

Working in the EU-funded ReMath project (http://remath.cti.gr/), the team developed new teaching aids, in the form of software tools known as Dynamic Digital Artefacts (DDAs), and a comprehensive set of Pedagogical Plans for teachers to use within the guidelines of national education curricula. The results of their efforts have been put to the test in schools across Europe and are being commercialised by three spin-off companies.

"The state-of-the-art tools and Pedagogical Plans cover a wide variety of mathematical fields," Kynigos, who coordinated the ReMath project, says. "Some use traditional mathematical representations while others are more like interactive games that show the role maths plays in the real world."

For example, MoPix, one of the DDAs developed by the team, uses animation and games to explain Newtonian formulas. Another program called MaLT provides students with a set of programmable mathematical controllers with which to manipulate objects in a virtual environment.

"The tools are designed to make students think and help them learn how maths works in the real world in a way that is fun and engaging. The tools are not there to help them regurgitate a mathematical formula for a test," the ReMath coordinator notes.

The introduction of this interactive style of teaching can have a dramatic effect in classrooms, something the ReMath researchers witnessed for themselves during trials conducted in high schools in the United Kingdom, France, Italy and Greece.

Teachers need to use teaching aids to teach math effectively. The most effective teaching aids are manipulatives such as cubes, counters, pattern blocks, geoboards, place values blocks and plastic money. Students enjoy using manipulatives and, with proper instruction, can use the manipulatives to understand and master math concepts.Teaching aids that can be applied to Year Two students to help them understand better.

how to make teaching aids that can be applied to Year Two students to help them understand better..

Teachers need to use teaching aids to teach math effectively. The most effective teaching aids are manipulatives such as cubes, counters, pattern blocks, geoboards, place values blocks and plastic money. Students enjoy using manipulatives and, with proper instruction, can use the manipulatives to understand and master math concepts.

      Function

   1. Manipulatives allow students to reason and to solve problems. Manipulatives are helpful for introducing concepts and for solidifying concepts. Manipulatives can also be provided to students to use for extra practice or as an instructional support.

      Types

   2. Manipulatives can be bought at school supply stores. Teachers can purchase manipulatives individually or in classroom sets. Some manipulatives may be sold as accessories that accompany the student's math textbooks. Also, teachers can help students make their own manipulatives with common classroom supplies such as construction paper, scissors and glue. Finally, math manipulatives can even be found online in an interactive format.

      Time Frame

   3. Manipulatives should be introduced to the student before they need them to complete an assignment. The student should be given time to use the manipulatives freely for a few minutes before using them for an assignment. Manipulatives can be used often throughout the school year as needed.

      Considerations

   4. Many students are hands-on learners. Math manipulatives allows these students to grasp difficult math concepts. Math manipulatives are especially helpful for those students who have learning disabilities.

      Benefits

   5. According to the National Council of Teachers of Mathematics, about 75 percent of all students surveyed said that math manipulatives were helpful when learning new concepts. Some students reported that manipulatives were confusing at times, but this could probably be solved with more explicit instructions on how to properly use the manipulatives.

what is Volume??

Volume is the measure of space taken up by a three-dimensional object. The space within a container is known as its capacity but as the thickness of many containers is negligible, it has become acceptable to refer to the space inside as volume too. (The terms volume and capacity are used interchangeably throughout the measurement strand of the NZ curriculum document although the glossary defines capacity as the interior volume of an object.)

Two different practical situations need to be experienced by students as they learn about volume. One relates to experiences involving "how much space does a three-dimensional object occupy?" which eventually leads to measures of volume derived from measuring the length of the object’s dimensions. The other set of experiences relates to measures of fluids.