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Samenvatting "Werkplekleren: inspelen op onderwijsbehoeften"
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WERKPLEKLEREN:Inspelen op onderwijsbehoeften
Amber Cloetens
2024-2025
,Werkplekleren: Wiskunde ................................................................................................................... 14
Deel 1: Introductie .............................................................................................................................. 14
Krachtige leeromgeving voor wiskunde ............................................................................................ 14
Structuurmodellen versus denkmodellen ..................................................................................... 14
Voorbeeld maaltafels ............................................................................................................... 14
Vertaling naar meten en meetkunde ............................................................................................. 15
Voorbeeld formule van een driehoek ......................................................................................... 15
Geschikte didactische werkvormen.............................................................................................. 15
ADI en EDI ............................................................................................................................... 16
Waarom differentiëren en zorg voorzien? ......................................................................................... 17
Handelen vanuit welke kaders? .................................................................................................... 17
Deel 2: Wiskunde in het lager onderwijs volgens het zorgcontinuüm ..................................................... 18
De zorgvisie .................................................................................................................................... 18
Fase 0: brede basiszorg ............................................................................................................... 19
Organisatie van het zorgbeleid en gelijkekansenbeleid .............................................................. 19
Vorming en ondersteuning van het schoolteam ......................................................................... 19
Onthaal- en inschrijvingsbeleid ................................................................................................ 19
Zorgzaam handelen in de klas................................................................................................... 20
Opvolgen van alle leerlingen ..................................................................................................... 20
Betrekken van alle leerlingen .................................................................................................... 20
Samenwerken met ouders ........................................................................................................ 20
Fase 1: verhoogde zorg ................................................................................................................ 21
Zorgoverleg .............................................................................................................................. 21
Verzamelen van informatie (door zorgteam) .............................................................................. 21
Aanpak bepalen (door zorgteam) .............................................................................................. 21
Plannen, handelen en evalueren ............................................................................................... 22
Fase 2: Uitbreiding van zorg ......................................................................................................... 22
Fase 3: IAC (Individueel aangepast curriculum)............................................................................. 22
Te verwerven vaardigheden ............................................................................................................. 23
Voorbereidende rekenvaardigheden ............................................................................................. 23
Conservatie ............................................................................................................................. 23
Correspondentie...................................................................................................................... 23
Classificatie ............................................................................................................................ 23
Seriatie .................................................................................................................................... 23
Maatbegrip .............................................................................................................................. 24
Subiteren................................................................................................................................. 24
Tellen ...................................................................................................................................... 24
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, Translatie ................................................................................................................................ 24
Rekenhandelingen ................................................................................................................... 24
Rekentaal ................................................................................................................................ 25
Cognitieve deelvaardigheden rekenen .......................................................................................... 25
Aanvankelijk rekenen (eerste leerjaar) ....................................................................................... 26
Gevorderd rekenen .................................................................................................................. 26
Deel 3: Toetsen en foutenanalyse als observatie- middel ..................................................................... 27
Waarom monitoren? ....................................................................................................................... 27
Wat monitoren? .............................................................................................................................. 27
Hoe monitoren? .............................................................................................................................. 27
1/ Taken afstemmen op doel ........................................................................................................ 27
Voorbeelden taken ontluikende gecijferdheid (Kleuter) .............................................................. 27
Oefening: welke opdracht bij onderstaande taken? ................................................................ 28
Oefening: voorbeeld taak om in te zetten op…........................................................................ 28
Voorbeelden taken aanvankelijk rekenen (Eerste leerjaar) ......................................................... 29
Voorbeelden taken gevorderd rekenen (vanaf tweede leerjaar) ................................................... 30
Oefening: geef het soort taak ................................................................................................ 31
2/ Situatie in kaart brengen op basis van ....................................................................................... 31
3/ Fouten analyseren ................................................................................................................... 33
Oefening: Fout zit bij welke vaardigheid? ............................................................................... 33
Deel 4: Rekenproblemen .................................................................................................................... 35
Risicofactoren ................................................................................................................................ 35
Signalen ......................................................................................................................................... 36
Dyscalculie..................................................................................................................................... 36
Inleiding ...................................................................................................................................... 36
Kenmerken ................................................................................................................................. 37
Soorten ( meestal combinatie) ..................................................................................................... 37
1/ Procedurele dyscalculie ....................................................................................................... 37
2/ Semantische geheugendyscalculie ....................................................................................... 37
3/ Visuospatiële dyscalculie ..................................................................................................... 38
4/ Getallenkennisdyscalculie ................................................................................................... 38
Hoe vaak komt het voor?.............................................................................................................. 38
Diagnose..................................................................................................................................... 38
1/ Achterstandscriterium ......................................................................................................... 38
2/ Hardnekkigheidscriterium .................................................................................................... 38
3/ Exclusiecriterium ................................................................................................................. 39
Dyscalculieverklaring .................................................................................................................. 39
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, Diagnostisch materiaal ................................................................................................................ 39
Deel 5: Preventie, ondersteuning en remediëring in de klas .................................................................. 40
Preventie ........................................................................................................................................ 40
Ondersteuning en remediëring ........................................................................................................ 41
Concrete aanpak ......................................................................................................................... 41
Beschikbaar materiaal .................................................................................................................... 43
Casussen ....................................................................................................................................... 44
Casus 1 ............................................................................................................................... 44
Casus 2 ............................................................................................................................... 44
Deel 6: Remediëring getallen en getalbegrip a.d.h.v. spelmateriaal ....................................................... 45
Hindernissen bij het gebruik van spelletjes ....................................................................................... 45
De ijsberg ....................................................................................................................................... 45
Getalbegrip..................................................................................................................................... 45
Hoeveelheden herkennen / meer en minder.................................................................................. 45
Getallenlijn / telrij / tellen in sprongen / groter of kleiner dan / …ligt tussen… / dichtstbijzijnde T of H /
Even en oneven getallen .............................................................................................................. 46
Getalstructuur ............................................................................................................................ 48
Getal van de dag .......................................................................................................................... 50
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