Summative Assessment: Instructional Strategies

Summative Assessment: Instructional Strategies Name Institutional Affiliate Summative Assessment: Instructional Strategies Teaching mathematics in early grades demand the use of effective instructional strategies to achieve the desired learning outcomes among the young learners for the different mathematical lessons or topics taught in class. For instance, teachers in pre-K through Grade 3 may use either mathematical models or connections between formal and informal mathematics as some of the effective instructional strategies for teaching mathematics in the early grades. Mathematical Models The use of mathematical models refers to the use objects, pictures, drawings, and counters to represent abstract mathematical ideas or concepts in concrete ways CITATION Sit19 \l 1033 (Sitabkhan, 2019). Children begin to learn through observing concrete things in their environment and thus developing a concrete way of thinking before advancing to abstract thinking as they grow and develop CITATION Sit19 \l 1033 (Sitabkhan, 2019). Similarly, learning mathematical ideas among children in early grades thrives on the use of concrete materials reflecting or modelling the mathematical idea being taught. The use of these mathematical models, such as geometric figures, pattern blocks, base 10 blocks, and even a number line enhances children's ability to reason with abstract mathematical symbols in the absence of concrete representation or model for such symbols. Teaching the concept of subtraction, for instance, with the help of counting sticks further allows teachers to incorporate real-world problem solving strategies. The problem of tw...