Session 2 - 24/9/13

The concept that were emphasized to us during today's session were on rational counting. From what I understand, rational counting means counting with understanding. One who simply counts without reference to objects or showing an understanding on the quantity of the number, tells us that he or she is rote counting. In simple words, rote counting is just saying out the number.

We practised rational counting when Dr Yeap introduced us to problem 6.

Problem #6: Count down the beans by 1 or 2. Get down to zero!

This activtiy allows us to utilize rational counting as we had to count the beans backwards until we get to zero. For every number that we count it represents a bean. So basically the goal is the person who get to zero will win. We managed to find out some "bad" numbers such as 3,6 and 9. See something interesting? Yes they are multiples of 3! We found that when you get any of these bad numbers you will lose. Don't believe me? Try it out with your friend. This actvity can only be played with a partner.

Dr Yeap also pointed out something which is important for teachers to know. When a child could not count, they are not able to do the following things:

1. classifying non-related objects
For eg, if the question ask the child to count the number of apples in the basket, a child who lacks this will count the basket as well.

2. rote counting in the English language
Of course, an obvious reason why the child is not able to count is the fact that they can't count the numbers using the language.

3. one-to-one correspondence
Child who lacks this would tend to count in such as a way that an object may be skip counted.

4. conceptual understanding of cardinal numbers
Child who lacks this does not understand that the last number that they count is the number that represent the size of the set


We also discussed mathematical terms such as ordinal numbers, cardinal numbers, nominal numbers and measurement number.

Ordinal numbers

• Numbers that are in order
• Classified into time and space

This example of ordinal is classified under space. Ordinal numbers that are based on space need to have a reference point.

An example of ordinal numbers based on time is 22nd September.

Nominal numbers

- numbers that do not say in its proper term.

Eg, when you see bus service no. 123, you don't say bus number 'one hundred and twenty three' instead you say bus 'one-two-three'

Cardinal numbers

- the last number that represent the quanitity of the objects

Measurement numbers

- numbers with units such as 54kg or 20cm

Alright, that's about it for today. Hope you learnt somethings new today. Signing off... 

-latifahnajib