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The Cuisenaire Gattegno Method Of Teaching Mathematics

FIG. 78. It is then pointed out that the rod ‘to be added’ or left over’ should be called a ‘remainder’. Thus in answer to the question, ‘How many 4’s in 13?’ either ‘3, remainder 1’, or ‘3, r. 1’ may be written. When it has been established that the mat can be read in two ways– ‘13 = 6 × 2 + 1’, and ‘How many 2’s in 13? 6, r. 1’, a new reading can be introduced: ‘13 divided by 2 equals 6 with remainder 1’. The notation for division 13 ÷ 2 = 6 r. 1 can now be used. After making, reading and writing mats for other numbers using both the notation for multiplication (15 = 2 × 7 + 1) and the notation for division (15 ÷ 7 = 2 r. 1), pupils should be given

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The Cuisenaire Gattegno method of teaching Mathematics  
The Cuisenaire Gattegno method of teaching Mathematics  

The Cuisenaire Gattegno method of teaching Mathematics

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