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Learning Mathematics
by sheena tan
# Learning Mathematics

## Processes

### Reasoning, communication & connections

### Thinking skills & heuristics

### Applications & modelling

## General Concepts

### Numerical

### Geometric

### Analytical

## Skills

### Numerical calculation

### Spatial visualisation

### Measurement

## Metacognition

### Monitoring of one's own thinking

### Self-regulation of learning

## 21st CC Skills

### CIT

### CCI

## 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.

### 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

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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?

Comparing

Generalisation

Active learning: Students to think about their own thinking

Reasoning

Communication of ideas, clearly, coherently

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