Why does the ability to rote count have little to do with mathematical understanding? What will ...

Ans. to #1

ANSWER: Rote counting means that children can say the names of the numbers in order. They can remember the words, but they do not understand the meaning of what they are saying. Understanding meaning is the ultimate goal of learning.

Ans. to #2

ANSWER: Infants and toddlers begin to notice relationships as they start to sort, classify, seriate, compare, and order objects.

Ans. to #3

ANSWER:
STUDENTS SHOLD LIST SIX OF THE ELEVEN 1) Ethical principles guide assessment practices. 2) Assessment instruments are used for their intended purposes. 3) Assessments are appropriate for ages and other characteristics of children being assessed. 4) Assessment instruments are in compliance with professional criteria for quality. 5) What is assessed is developmentally and educationally significant. 6) Assessments use multiple sources of evidence gathered over time. 7) Use of individually administered, norm-referenced tests is limited. 8) Assessment evidence is used to understand and improve learning. 9) Assessment evidence is gathered from realistic settings and situations that reflect childrens actual performance. 10) Screening is always linked to follow-up. 11) Staff and families are knowledgeable about assessment.

Ans. to #4

ANSWER:
STUDENTS SHOLD LIST AND DEFINE FOUR OF THE SIX 1) Alphabet knowledge: knowledge of the names and sounds associated with printed letters 2) phonological awareness: the ability to detect, manipulate, or analyze the auditory aspects of spoken language 3) rapid automatic naming of letters or digits: the ability to rapidly name a sequence of random letters or digits 4) rapid automatic naming of objects or colors: the ability to rapidly name a sequence of repeating random sets of pictures of objects or colors 5) writing or writing name: the ability to write letters in isolation on request or to write ones own name 6) phonological memory: the ability to remember spoken information for a short period of time.

Ans. to #5

ANSWER: Todays approach to teaching math requires that math be taught in a context that has purpose and meaning for the child. Providing hands-on and developmentally appropriate activities is a must. Rigid rules, workbooks, and flash cards are not part of an appropriate math curriculum for young children, nor is rote memorization of discrete
bits of information (such as counting to 100 with no understanding of one-to-one correspondence).

Ans. to #6

ANSWER:
1) Identify a theme and related subtopics 2) brainstorm ideas 3) identify desired learning outcomes 4) prepare for teaching

Ans. to #7

ANSWER:
STUDENTS SHOULD LIST FOUR OF THE EIGHT 1) Curriculum is comprehensive 2) children are active and engaged 3) goals are clear and shared by all 4) curriculum is evidenced based 5) valued content is learned through investigation, play, and focused, intentional teaching 6) curriculum builds on prior learning and experience 7) professional standards validate the curriculums subject-matter content 8) curriculum is likely to benefit children

I wanna give this person a hug.