SUMMARY
Mathematical concepts develop at different times and rates for each child. If students are to attain the mathematical goals of mathematics education, that education must include much more than short-term learning of rote procedures. Early education must build on the principle that all students can learn significant mathematics. Along with their expectations of children, teachers should also set equally high standards for themselves, seeking, if necessary, the new knowledge and skills they need to guide and nurture all students. School administrators and teachers must take the responsibility for supporting learning so that all students are confident and competent.
Mathematical concepts develop at different times and rates for each child. If students are to attain the mathematical goals of mathematics education, that education must include much more than short-term learning of rote procedures. Early education must build on the principle that all students can learn significant mathematics. Along with their expectations of children, teachers should also set equally high standards for themselves, seeking, if necessary, the new knowledge and skills they need to guide and nurture all students. School administrators and teachers must take the responsibility for supporting learning so that all students are confident and competent.
Mathematics learning for young children is active, rich in natural and mathematical language, and filled with thought-provoking opportunities. Children respond to the challenge of high expectations, and mathematics should be taught for understanding rather than around preconceptions about children's limitations. This does not mean abandoning children's ways of knowing and representing, rather, it is a clear call to create opportunities for young students to learn new, important mathematics in ways that make sense to them.
Every student learns in different ways: visual, auditory, tactile, kinesthetic, and social. When a teacher can’t teach the way students learn, it can say that he or she a missed opportunity to hook students learning excitedly. The learning of volume of liquid begins with concrete in realistic situations through measuring using both standard and non standard units. The capacities of liquid in standard units are measured in milliliters (ml) and liters (l) in metric system. While in non-standard units they are measured using various containers by stated the capacity whether more or less. Materials from non-standard units are easier to obtain. It is good give children experience with unfamiliar system of measurement.
With the methods be suggested to teach volume of liquid more fun, which, the most relative way to help students’ is by gaining their confident uses peer activities and Hand-on is Mind-on. By hopefully this will help teacher nurture students’ interest to mathematics slowly and will increase. And this indirectly will also fulfill our Malaysia Education Philosophy to produced creative and logical thinking human resources.
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