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STUDY
ON
CHILDRENS
CONCEPTUALIZATION
IN
MATHEMATICS
&
then, the children also tend to copy his/her interest. Therefore, as a teacher of
mathematics, we ourselves must be convinced about the importance of the subject
so that we may be able to convince our children likewise.
Childrens
conceptual
knowledge
develops
by
dealing with the concept in different contexts and at different levels. If a childs
understanding of a concept is thorough then he/she is in a better position to devise
strategies to solve problems based on it. For example, a child who understands
what multiplication means she/he may use multiplication tables for solving a
multiplication problem, or she/he may add one number repeatedly to solve it, or
she/he may break up a number and apply distributing. As far as our knowledge is
concerned that the conceptual development of mathematics in children takes place
through separate stages in a fixed order. To understand the nature of learning in
children the teacher or we must have a thorough knowledge of the conceptual
development in children so as to make the education in the elementary stage more
effective. As we know that children learn continuously from their surrounding with
the help of their sense organs- that is by seeing, hearing, touching and through
other sensory experiences. On the basis of that teacher can understand the children
is developing their cognitive learning. We also know that physical growth of children
takes place in stages following some fixed order. For example, before learning to run
or jump, a child learns to sit, stand and walk respectively. In a similar way, the
conceptual development of children also takes place through separate stages in a
fixed order. This order is universal in nature i.e. it follows the same order in cases of
all human children. So, the mental development of children keeps on taking place
from one stage to another in an order.
We know that evaluation is the process of decision
making that helps us to decide as to where we actually stand and where we ought
to. This decision making is done through a systematic procedure of collecting,
analyzing and interpreting data about the abilities and attainments of the childrens
thinking about mathematics. Continuous evaluation is basically formative in nature
and is school based. It is to be carried out by the teachers while teaching in a
particular class. It is mainly to improve learning. By continuous evaluation learning
gaps and weaknesses are diagnosed so that remedial measures can be provided.
Multiple techniques can be used for childrens evaluation in mathematics these
include not only written tests but also oral tests, works, projects, observation, paper
evaluation, self-appraisal, etc.