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Cuisenaire
Cuisenaire rods are mathematics learning aids for students that provide an interactive, hands-on way to explore mathematics and learn mathematical concepts, such as the four basic arithmetical operations, working with fractions and finding divisors. In the early 1950s, Caleb Gattegno popularised this set of coloured number rods created by Georges Cuisenaire (1891–1975), a Belgan primary school teacher, who called the rods ''réglettes''. According to Gattegno, "Georges Cuisenaire showed in the early 1950s that students who had been taught traditionally, and were rated 'weak', took huge strides when they shifted to using the material. They became 'very good' at traditional arithmetic when they were allowed to manipulate the rods." History The educationalists Maria Montessori and Friedrich Fröbel had used rods to represent numbers, but it was Georges Cuisenaire who introduced the rods that were to be used across the world from the 1950s onwards. In 1952 he published ''Les nombres ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Cuisenaire Ten
Cuisenaire rods are mathematics learning aids for students that provide an interactive, hands-on way to explore mathematics and learn mathematical concepts, such as the four basic arithmetical operations, working with fractions and finding divisors. In the early 1950s, Caleb Gattegno popularised this set of coloured number rods created by Georges Cuisenaire (1891–1975), a Belgan primary school teacher, who called the rods ''réglettes''. According to Gattegno, "Georges Cuisenaire showed in the early 1950s that students who had been taught traditionally, and were rated 'weak', took huge strides when they shifted to using the material. They became 'very good' at traditional arithmetic when they were allowed to manipulate the rods." History The educationalists Maria Montessori and Friedrich Fröbel had used rods to represent numbers, but it was Georges Cuisenaire who introduced the rods that were to be used across the world from the 1950s onwards. In 1952 he published ''Les nombr ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Cuisenaire Staircase
Cuisenaire rods are mathematics learning aids for students that provide an interactive, hands-on way to explore mathematics and learn mathematical concepts, such as the four basic arithmetical operations, working with fractions and finding divisors. In the early 1950s, Caleb Gattegno popularised this set of coloured number rods created by Georges Cuisenaire (1891–1975), a Belgan primary school teacher, who called the rods ''réglettes''. According to Gattegno, "Georges Cuisenaire showed in the early 1950s that students who had been taught traditionally, and were rated 'weak', took huge strides when they shifted to using the material. They became 'very good' at traditional arithmetic when they were allowed to manipulate the rods." History The educationalists Maria Montessori and Friedrich Fröbel had used rods to represent numbers, but it was Georges Cuisenaire who introduced the rods that were to be used across the world from the 1950s onwards. In 1952 he published ''Les nomb ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Cuisenaire Rod Experimentation
Cuisenaire rods are mathematics learning aids for students that provide an interactive, hands-on way to explore mathematics and learn mathematical concepts, such as the four basic arithmetical operations, working with fractions and finding divisors. In the early 1950s, Caleb Gattegno popularised this set of coloured number rods created by Georges Cuisenaire (1891–1975), a Belgan primary school teacher, who called the rods ''réglettes''. According to Gattegno, "Georges Cuisenaire showed in the early 1950s that students who had been taught traditionally, and were rated 'weak', took huge strides when they shifted to using the material. They became 'very good' at traditional arithmetic when they were allowed to manipulate the rods." History The educationalists Maria Montessori and Friedrich Fröbel had used rods to represent numbers, but it was Georges Cuisenaire who introduced the rods that were to be used across the world from the 1950s onwards. In 1952 he published ''Les nombres ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Cuisenaire Trays
Cuisenaire rods are mathematics learning aids for students that provide an interactive, hands-on way to explore mathematics and learn mathematical concepts, such as the four basic arithmetical operations, working with fractions and finding divisors. In the early 1950s, Caleb Gattegno popularised this set of coloured number rods created by Georges Cuisenaire (1891–1975), a Belgan primary school teacher, who called the rods ''réglettes''. According to Gattegno, "Georges Cuisenaire showed in the early 1950s that students who had been taught traditionally, and were rated 'weak', took huge strides when they shifted to using the material. They became 'very good' at traditional arithmetic when they were allowed to manipulate the rods." History The educationalists Maria Montessori and Friedrich Fröbel had used rods to represent numbers, but it was Georges Cuisenaire who introduced the rods that were to be used across the world from the 1950s onwards. In 1952 he published ''Les nombres ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Georges Cuisenaire
Georges Cuisenaire (1891–1975), also known as Emile-Georges Cuisenaire, was a Belgian people, Belgian teacher who invented Cuisenaire rods, a mathematics teaching aid. Life Cuisenaire graduated from the Royal Conservatory of Music at Mons, where he was awarded first prize for violin. He was a primary school teacher at the Ville-Haute school in Thuin from 26 April 1912. In 1948 he became the founder and principal of the Industrial School of Thuin. Cuisenaire rods In 1945, following many years of research and experimentation, Cuisenaire created a game consisting of coloured cardboard strips of various lengths that he used to teach mathematics to young children. In 1951 the first edition of ''Numbers and Colours'', the booklet explaining the method, appeared in Belgium. The "Cuisenaire Rod" method revolutionised the teaching of mathematics by being recognised by pedagogues and psychologists the world over as an instrument of exceptional efficacity. His method was adopted by thous ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Caleb Gattegno
Caleb Gattegno (1911–1988) was an Egyptian educator, psychologist, and mathematician. He is considered one of the most influential and prolific mathematics educators of the twentieth century. He is best known for introducing new approaches to teaching and learning mathematics (Visible & Tangible Math), foreign languages (The Silent Way) and reading ( Words in Color). Gattegno also developed pedagogical materials for each of these approaches, and was the author of more than 120 books and hundreds of articles largely on the topics of education and human development. Background Gattegno was born November 11, 1911, in Alexandria, Egypt. His parents, Menachem Gattegno, a Spanish merchant, and his wife, Bchora, had nine children. Because of poverty, Gattegno and his siblings had to work starting from a young age. The future mathematician had no formal education until he started to learn on his own at the age of 14. He took external examinations when he was 20 years old and obtained ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
The Silent Way
The Silent Way is a language-teaching approach created by Caleb Gattegno that makes extensive use of silence as a teaching method. Gattegno introduced the method in 1963, in his book ''Teaching Foreign Languages in Schools: The Silent Way''. Gattegno was critical of mainstream language education at the time, and he based the method on his general theories of education rather than on existing language pedagogy. It is usually regarded as an "alternative" language-teaching method; Cook groups it under "other styles", Richards groups it under "alternative approaches and methods" and Jin & Cortazzi group it under "Humanistic or Alternative Approaches". The method emphasizes learner autonomy and active student participation. Silence is used as a tool to achieve this goal; the teacher uses a mixture of silence and gestures to focus students' attention, to elicit responses from them, and to encourage them to correct their own errors. Pronunciation is seen as fundamental to the method, wit ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Divisors
In mathematics, a divisor of an integer n, also called a factor of n, is an integer m that may be multiplied by some integer to produce n. In this case, one also says that n is a multiple of m. An integer n is divisible or evenly divisible by another integer m if m is a divisor of n; this implies dividing n by m leaves no remainder. Definition An integer is divisible by a nonzero integer if there exists an integer such that n=km. This is written as :m\mid n. Other ways of saying the same thing are that divides , is a divisor of , is a factor of , and is a multiple of . If does not divide , then the notation is m\not\mid n. Usually, is required to be nonzero, but is allowed to be zero. With this convention, m \mid 0 for every nonzero integer . Some definitions omit the requirement that m be nonzero. General Divisors can be negative as well as positive, although sometimes the term is restricted to positive divisors. For example, there are six divisors of 4; they are ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Number Line
In elementary mathematics, a number line is a picture of a graduated straight line that serves as visual representation of the real numbers. Every point of a number line is assumed to correspond to a real number, and every real number to a point. The integers are often shown as specially-marked points evenly spaced on the line. Although the image only shows the integers from –3 to 3, the line includes all real numbers, continuing forever in each direction, and also numbers that are between the integers. It is often used as an aid in teaching simple addition and subtraction, especially involving negative numbers. In advanced mathematics, the number line can be called as a real line or real number line, formally defined as the set of all real numbers, viewed as a geometric space, namely the Euclidean space of dimension one. It can be thought of as a vector space (or affine space), a metric space, a topological space, a measure space, or a linear continuum. Just like the s ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Catherine Stern
Catherine Brieger Stern (1894–1973) was a German psychologist and educator. Born under the name Käthe Brieger, she developed sets of mathematical manipulatives similar to Cuisenaire rods for children to use in building up their number sense and knowledge of arithmetic. Her book, ''Children Discover Arithmetic'' (1949) was used by others to work on the problems that children face when learning arithmetic. In 1938, she emigrated to the United States. From 1940 to 1943, she was a research assistant to Max Wertheimer at the New School for Social Research. Publications * ''Children Discover Arithmetic'', Catherine Stern, Harper & Row, 1949. * ''Experimenting with Numbers'', Catherine Stern, Margaret Stern and Toni S. Gould. Houghton Mifflin Co., 1950 * ''Structural Arithmetic I, II, III, Teachers Guide and Workbooks'', with M. Stern and T. Gould. Houghton Mifflin Co., 1952 * ''Children Discover Arithmetic'', Catherine Stern and Margaret B. Stern. Harper & Row, 1971. * ''Structural Re ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
How Children Fail
''How Children Fail'' is a non-fiction book by John Holt that was published in 1964 and republished in 1982 in a revised edition. It has sold over a million copies. In it, he cites personal teaching and research experiences that led him to the belief that traditional schooling does more harm than good to a child's ability and desire to truly learn. Synopsis In ''How Children Fail,'' John Holt states that children love to learn but hate to be taught. His experiences in the classroom as a teacher and as a researcher brought him to conclude that every child is intelligent. However, children become unintelligent because they are accustomed by teachers and schools to strive only for teacher approval and the “right" answers and consequently forget everything else. There, children see value not in thinking, discovery, and understanding but only in playing the power game of school. Children believe that they must please and obey the teacher, the adults, at all costs. They learn ho ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Seton Pollock
Seton may refer to: People * Seton (surname), people with the surname ''Seton'' * Seton Airlie (1920—2008), Scottish professional footballer * Seton Beresford (1868—1928), English first-class cricketer * Seton Daunt, guitar player and songwriter * Seton Gordon (1886–1977), Scottish naturalist, photographer, and folklorist * Seton I. Miller (1902—1974), Hollywood screenwriter and producer * Seton Pringle (1879–1955), Irish surgeon Places Scotland * Port Seton, a town in East Lothian, Scotland * Seton Collegiate Church, an ancient monument south east of Cockenzie and Port Seton * Seton Sands, an area of coastline east of Edinburgh * Seton Palace, East Lothian, Scotland, rebuilt by Robert Seton, 2nd Earl of Winton Canada * Seton, Calgary, a neighbourhood in Calgary, Alberta, Canada * Seton Lake, British Columbia * Seton Portage, British Columbia, often referred to simply as "Seton" (which in that form can include nearby Shalalth, British Columbia) * Seton River, British ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
