Comments on: Tinkering-Practical Strategies for Hands-On Math Learning https://earlymathcounts.org/tinkering-practical-strategies-for-hands-on-math-learning/ Laying the foundation for a lifetime of achievement Mon, 30 Dec 2019 23:23:15 +0000 hourly 1 By: Cam D. https://earlymathcounts.org/tinkering-practical-strategies-for-hands-on-math-learning/#comment-1896 Tue, 20 Mar 2018 14:23:12 +0000 http://earlymathcounts.org/?p=10131#comment-1896 i like the hands on with taking apart the toys. The children love to tinker and to know that they are learning math while they r doing it is great!

]]> By: Cam D. https://earlymathcounts.org/tinkering-practical-strategies-for-hands-on-math-learning/#comment-1641 Mon, 26 Feb 2018 14:28:02 +0000 http://earlymathcounts.org/?p=10131#comment-1641 I like to provide hands on activities for the children to learn about math. Workshop tools and activities give the children an opportunity use numbers, measurement, size and many more math terms while enjoying playing workshop.

]]> By: Corinna https://earlymathcounts.org/tinkering-practical-strategies-for-hands-on-math-learning/#comment-1588 Sun, 18 Feb 2018 22:35:03 +0000 http://earlymathcounts.org/?p=10131#comment-1588 I really like the work you are doing with children. I’ve always loved hands-on approaches to learning and think you’re ideas are awesome! I am wondering, how might I do something like this for infants? I know they are very young, but I’m wondering what say a 9 month-1 year-old could do with this type of activity. Thank you for any input.

]]> By: leslie layman https://earlymathcounts.org/tinkering-practical-strategies-for-hands-on-math-learning/#comment-1510 Mon, 05 Feb 2018 17:14:26 +0000 http://earlymathcounts.org/?p=10131#comment-1510 In reply to Djuanelda Cornell.

I would totally do this activity with preschool. For a modification, I would have them draw (rather than write) a prediction of what might be inside, then give them real tools and let them really take the object apart. Start with a conversation about appropriate tool use and practice it. You may want to begin taking apart a less complicated object. VHS cassettes have worked really well for us in the past.

]]> By: leslie layman https://earlymathcounts.org/tinkering-practical-strategies-for-hands-on-math-learning/#comment-1509 Mon, 05 Feb 2018 17:12:55 +0000 http://earlymathcounts.org/?p=10131#comment-1509 In reply to Aneliya Kostova.

I hope you and your students have fun!

]]> By: leslie layman https://earlymathcounts.org/tinkering-practical-strategies-for-hands-on-math-learning/#comment-1508 Mon, 05 Feb 2018 17:12:23 +0000 http://earlymathcounts.org/?p=10131#comment-1508 In reply to Lamont Jackson.

We are just beginning to work on how to assess the use of these types of open ended activity. It is my dream to have an intern do this as a research project for our lab to create just such a list for us.

]]> By: Lamont Jackson https://earlymathcounts.org/tinkering-practical-strategies-for-hands-on-math-learning/#comment-1432 Wed, 24 Jan 2018 18:03:28 +0000 http://earlymathcounts.org/?p=10131#comment-1432 Have you ever tabulated or listed some of the open ended scenarios that were most effective in this lab? I’m curious to know which had the most peaked interest.

]]> By: Veronica Aguilar https://earlymathcounts.org/tinkering-practical-strategies-for-hands-on-math-learning/#comment-1426 Tue, 23 Jan 2018 19:30:28 +0000 http://earlymathcounts.org/?p=10131#comment-1426 It’s very important to have various hands on tools in the classroom for measurement.

]]> By: shari https://earlymathcounts.org/tinkering-practical-strategies-for-hands-on-math-learning/#comment-1406 Sat, 20 Jan 2018 16:02:07 +0000 http://earlymathcounts.org/?p=10131#comment-1406 This was awesome. I never would have thought to let them take apart a toy.

]]> By: Veronica Aguilar https://earlymathcounts.org/tinkering-practical-strategies-for-hands-on-math-learning/#comment-1404 Fri, 19 Jan 2018 15:08:35 +0000 http://earlymathcounts.org/?p=10131#comment-1404 very interesting hands on ideas on shapes and spaces.

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