spects that inform the existing teaching practices while leading to the modification of learner perception of the mathematics environment (Norton & DAmbrosio, 2008).
Feedback is needed as students require information on their accomplishments for purposes of growing and progressing. Integration of maths in the learning areas is related to teaching mathematics and its outcomes.
For example, testing requires a consideration of opportunities for learning mathematics. Additionally, mathematics teachers should be aware of how students progress and troublesome areas (Cooke & Buchholz, 2005).
The early childhood teacher has a critical role in teaching and learning mathematics through questioning of constructivist environments. For example, the roles of mathematics teachers in questioning can be group discussions to enhance students’ participation in different classroom activities, it is critical to appreciate roles of efficient.
Feedback that is related to the assessment of outcomes allows for learners to be aware of gaps existing between desired goals and current knowledge (Arthur, Death, Dockett & Farmer, 2012).The application of questioning within constructivist environment allows for feedback.
Further illustrations steered questioning in a constructivist environment involves relating to early childhood classroom. The approach enhances students’ participation in classroom activities while teachers play important roles for the enhancement of student’s participation in classroom activities.
A positive impact on mathematics teachers in childhood years promotes mathematics learning. The engagement of questioning through constructivist environment is related to sharing mathematics as an important component. The mathematics classroom assessment is defined a context created for students learners.
The early childhood teacher has a critical role in the teaching and learning of mathematics and use of play resources and hands in rich environments. Understanding ...Show more