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A completely different Learning Styles Inventory is associated with a binary division of learning styles, developed by Felder and Silverman. [39] Their model interprets learning styles as a balance between pairs of extremes, and the four scores provided by a questionnaire describes these balances. [40]
The Saxon Math 1 to Algebra 1/2 (the equivalent of a Pre-Algebra book) curriculum [3] is designed so that students complete assorted mental math problems, learn a new mathematical concept, practice problems relating to that lesson, and solve a variety of problems. Daily practice problems include relevant questions from the current day's lesson ...
A bar model used to solve an addition problem. This pictorial approach is typically used as a problem-solving tool in Singapore math. Singapore math teaches students mathematical concepts in a three-step learning process: concrete, pictorial, and abstract. [3] This learning process was based on the work of an American psychologist, Jerome Bruner.
The Gregorc Style Delineator is a self-scoring written instrument that elicits responses to a set of 40 specific words. [3] Scoring the responses will give values for a model with two axes: a "perceptual space duality," concrete vs. abstract, and an "ordering duality," sequential vs. random [4] The resulting quadrants are the "styles":
The use of multiple representations supports and requires tasks that involve decision-making and other problem-solving skills. [2] [3] [4] The choice of which representation to use, the task of making representations given other representations, and the understanding of how changes in one representation affect others are examples of such mathematically sophisticated activities.
For example, three green triangles make a red trapezoid; two red trapezoids make up a yellow hexagon; a blue rhombus is made up of two green triangles; three blue rhombi make a yellow hexagon, etc. Playing with the shapes in these ways help children develop a spatial understanding of how shapes are composed and decomposed, an essential ...