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Learning Mathematics by Mind Map: Learning Mathematics
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Learning Mathematics

Processes

Reasoning, communication & connections

Students might not be able to understand the concepts via the formula. (Too abstract) Can we hear their reasoning of their thinking or even reasons why they made certain errors?

Thinking skills & heuristics

Comparing

Generalisation

Applications & modelling

General Concepts

Numerical

Geometric

Analytical

Skills

Numerical calculation

Spatial visualisation

Measurement

Metacognition

Monitoring of one's own thinking

Active learning: Students to think about their own thinking

Self-regulation of learning

21st CC Skills

CIT

Reasoning

CCI

Communication of ideas, clearly, coherently

Content Outcomes

Finding one dimension of a rectangle given the other dimension and its area

Finding the length of one side of a square given its area

Finding the area of figures made up of rectangles and squares

Key Concepts (Topic)

Students have prior knowledge of area in P3. They are able to count the number of units square to understand the concept of area.

Square, Rectangles, Formula of Area = length x breadth, Regular shapes, Properties of the shapes

Composite figure of squares and rectangles (In P3, they see them individually), Irregular shapes

Key concept of area: surface area that it occupies without overlaps

How to make sense of the units of measurement of area like square centimeters, etc

Misconception: Confusion between perimeter and area (in relation to formula)

Issues: Strategies to find area/perimeter of composite figures. Not the most efficient method. Problem in visualization - unable to partition the composite figure at all