The Cuisenaire Gattegno Method Of Teaching Mathematics

5 × 20 =

(3 × 30) – 60 =

80 ÷ 20 =

90 ÷ 40 =

Pupils are usually capable of manipulating their rods to complete such patterns as the above. They learn 1

to work from rod patterns to written symbols, answering the question, ‘What do the rods say?’;

2 to make a pattern with rods from the written symbols; for example, when asked to ‘show with the rods that 50 — 30 = 20’; 3 to complete an expression in writing (for example, 20 + 30 = 40 + ) by working from the written symbols to the rods to an answer and, when this is understood, from the written symbols direct to the answer; 4 to write sums from memory; for example, ‘make up a problem about the number 40’. It will be found that in most cases from now on a small amount of mental arithmetic is involved when the rods are used. For example, in the sum 30 + 50 the rods would be arranged in two groups, but when these are brought together there is no special rod giving the answer. The rods must be counted up to 80. Teachers should be aware of this slight change when the rods are used for the larger numbers. The shortage of rods, particularly orange rods, can be a handicap. With only ten orange rods to share between pupils, it is often not possible to work individually. Group work is always

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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