Mathematical Literacy and Young Children

Abstract

This chapter focuses on three web-based applications and describes how each may be used to promote mathematical literacy in developmentally appropriate ways. The web-based applications described in this chapter are a selection of those provided at no cost by The Math Learning Center. The Number Rack Application is a calculating frame composed of 2 rows of 10 beads each. The rows of movable, colored beads encourage learners to think in groups of fives and tens, helping them to explore and discover a variety of addition and subtraction strategies. The Number Line Application helps students visualize number sequences and illustrate strategies for counting, comparing, adding, subtracting, multiplying, and dividing. The Money Pieces Application helps students visualize and understand money values and relationships. The strategy of Number Talks is used to promote mathematical literacy using these applications. A Number Talk is a short, ongoing daily routine with a focus on mental math strategies that provides students with meaningful practice with computation.

The Motivation of Eighth Grade Students When They Learn the Parallelogram Subject in a Computerized Environment

“…Students, on the other hand, may have lower interest in the subject if notebooks and textbooks where the sole educational media available for them (Sahin & Yilmaz, 2020). The technology-rich environment transforms the traditional classroom educational environment into an interactive environment that enhances students' ability to tackle mathematical problems and equations, increases their cognitive skills and mental and motor activity, it is also said to raise their motivation towards learning and their efficiency in the classroom in general (Wallace &Wilson, 2020). In addition to the prior, the technologically-rich environment can improve students' attitudes towards math learning, help them solve complex problems and equations, support the exploration of mathematical concepts, provide dynamically-linked representations of ideas, and encourage students' potential (Artigue, 2009).…”