Make Math Real

Cairo Governorate
2007 El Sahel Educational Zone

Othman Ebn Affan ELS
Mathematics Department
Khalid Abozaid Morssey
[MAKE MATH REAL]

A method for teaching math in primary school using helper objects
MMR (Make Math Real)
Prologue:
As a teacher of maths I’ll start by numbers, 15 years ago I was a student in faculty
of education in Ain Shams University, and since that time, I’m searching for a method to
make maths real especially in my ‘primary school’. But for the good luck when I was in a
mission in Scotland 2004, I found a maths teacher called Richard Dunne. This old man
had the same problem and we made some workshops to find a method that Making
Maths Make Sense and at last was the great idea to use something looks like the first
man used to count calculus but must be familiar to our pupils so what about the soft
drink CUPS? Yes that’s great, so my method is to use the CUPS. And because doing
something is the best way to learn it, we will act Mathematics operations using these
cups.
INTRODUCTION:
To make math real is the aim of this project by acting math concepts and
operations or by translate each math word into an action, so we have to use
materials that help our pupils to act math and make it real. The pupils will act math
in front of the class using concrete materials then using cards or what so called
pictorial materials, and at last using symbolic materials.
I’ll concentrate on the big ideas of math which taught in primary schools as a
beginning.
The Big Ideas of Math
1) Addition
2) Subtraction
3) Multiplication
4) Division
5) Equals
Make Math Real (MMR) materials are designed to ensure that mathematics can
be taught so that it actually makes sense for all pupils. Teaching mathematics in
an accurate way will ensure improve skill. It does require some study on your
part but this work will be fully satisfied. The return is not only in the confidence
and ability of pupils; it is also in your recovering the complete enjoyment of
teaching.
Make Math Real (MMR) does not introduce new content (it is not ‘new
Math’). Nor does it require expensive equipment. Its great value is in the fact that
it is based strictly on a powerful theory of instruction. The theory of instruction
is widely applicable and similar materials have been designed for other school
subjects. In particular, it recognizes, develops and applies the difference between
‘scientific concepts’ and ‘everyday concepts’.
Khalid Abozaid
In MMR The plastic ( or paper) cups provide an educational object, this being
something that is used on purpose and only for the purpose of teaching
because its use best represents the nature of what we want pupils to do. It is
not intended to be interesting. It does not offer any ‘variety’. You will see that
it is something for pupils to think with; not to think about. When pupils have
difficulty in recalling something they can return to objects that are very
familiar to them.
In MMR if you look at the first five Big Ideas + − × ÷ = below, you will see
that they are introduced in relation to two tables at the front of the class: the
Resources Table or Math Box (to the left) and the Math Table (to the right).
Cups on the Resources Table or in Math Box (to the left) are moved to the
Math Table (to the right).
Note that the Resources Table and the Math Table are themselves educational
objects.
Make Math Real (MMR): Acting the First Five Big Ideas.
+ Add Get ready to get some more Pupil moves to the Resources Table and holds hands
aloft
- Take Get ready to take some away Pupil moves to Math Table and holds hands aloft
away
× Times Do the same thing lots of times Pupil picks up the same quantity and
repeats the previous action
÷ Divided Look at it and wonder about … Pupil moves to the Math Table and
by pointedly looks at it while scratching the
head
= Equals Look at the Math Table and Pupil looks at the Math Table and
count … ostentatiously counts …
This is my Resources Table: This is the Math Table:

It is where I keep all my cups. This is where we do math.
In MMR the language is very important.

Note in particular that looking at, say, 3 + 2  5, when the teacher says ‘Read
what it says’, pupils respond with ‘Three add two equals five’. But when the
teacher says ‘Read what it means’ the pupils say ‘Three cups add two cups
equals five cups’.
In MMR we need to be clear about the helper Units (CUPS).

Look at ‘reading what it means’ for each of these:
3 + 2  5 Three cups add two cups equals five cups
3  2  1 Three cups take away two cups equals one cup
3  4  12 Three cups times four equals twelve cups
6  2  3 Six cups divided by two cups equals three
This is because the educational object of cups is used to provide the highly
abstract equation 3 + 2  5 with a unit. But the unit is entirely imaginary;
it is artificial; it is there because it enables learners to make sense of
something (3 + 2  5) that is otherwise so abstract it virtually defeats
understanding. The cups, introduced for educational reasons into numerical
equations, are to be thought of as the ‘Helper unit’.
Let me return to the Big Ideas. Look first at the basic 3 + 2  5. In establishing
for educational reasons that we think of cups, the figures (3, 2 and 5) are
thought of, by the teacher, as nouns. But the + and the  , being instructions
requiring an action, are to be thought of as imperative verbs. And, of course,
each of      is an imperative verb. Therefore, 3 + 2 = 5 is thought
of as:
Noun … imperative verb … noun … imperative verb … noun
3 … + … 2 … = … 5
With this recognition in your mind, and the consequent ability to represent
symbolism to learners in an active and visual way, you are well on the way to
successful teaching. Notice also that simply writing, say,  on the board will
drive all your pupils to raise their hands in the general direction of the
Resources Table (math box). The symbol, and each of the symbols, has a
meaning and some speech (eg ‘Get ready to get some more’) that can be
enacted in the absence of any surrounding numbers. In MMR the symbol 
does not require a context! It is therefore open to general use. It can be as
easily used with large numbers, fractions, decimals, negative numbers and
algebraic symbols as it can with small numbers. And that is the unique power
of MMR. It teaches pure math to learners. It reverses the trend of trying to

teach math always from a context. It is difficult to find any justification for
teaching math ‘in context’
The pattern of the appearance of the Helper Units for  and  in the last two,
is very different from + and  in the first two. That is why MMR refuses the
pressure to teach ‘multiplication as repeated addition’. It is educationally
unsound because it entices learners to misunderstand the meaning of
multiplication. It is no good asserting to me that ‘multiplication is repeated
addition’. Of course it is. But that is not the point. What I am talking about
here is how to design instructional methods that make math clear to pupils.
What justification can there ever be for continuing with an approach that is
designed to confuse?
Multiplication must be in introduced separate from any mention of addition. It
is a Big Idea in its own right. Later, pupils will identify that repeated addition
gives the same result as a multiplication: but that will be part of an on purpose
planned chance for symbolic reasoning. This act of reasoning (this act of
‘discovery’; this act of ‘creativity’) can only take place if multiplication has
been introduced in its pure form. Equally, it is counter-productive to
introduce ‘division’ as ‘repeated subtraction’ because it is confusing for young
pupils and does not lend itself later to using factors. It is the logic of teaching
division like (e.g. 3 ÷ ½ = 6) and (7x ÷ 7 = x) that illustrates the
methodology that pervades MMR. The Big Ideas + - x ÷ = are, remember, Big
Ideas in their own right.
Teaching the four operations
The four operations ( +, - ,×, ÷ ) are central concepts in teaching math. They
are best taught in a way that applies unchanged to small numbers, large
numbers, vulgar fractions, decimal fractions, negative numbers, algebra and
much else.
This avoids the multitude of rules generally taught in math In MMR, + - × ÷
and = are given much more significance than is generally given. They are the
first five Big Ideas designed to ensure rigorous math is accessible by all pupils.
The manner in which they are taught is crucial to all subsequent learning.
There is an essential feature that must be in the teacher’s mind in using the
MMR Scripts to teach the first five Big Ideas. Each of the symbols + - × ÷ = is
to be thought of as an imperative verb; it is an instruction; it can be enacted
without reference to the symbol (usually a number) that follows it. When we
see 3 + 2 we do not say”3 [pause] add 2” but “3 [pause] add [pause] 2”.
Each symbol is treated separately. It is for that reason the script below insists
that + means ‘get ready to get some more’.
You can see that 3 + 2 = 5, and all similar expressions, have the form:
Noun; imperative verb; noun; imperative verb; noun. They have this form
because cups are used as a proxy for the indeterminate object 3. The cups
enable you to think about the math.
This important noun; imperative verb; noun; imperative verb; noun form is
universal. It is achieved by ensuring that novices without exception learn that
• + means ‘Get ready to get some more’
• - means ‘Get ready to take some away’
• × means ‘Do the same thing lots of times’
• ÷ means ‘Look at it and wonder about…’
• = means ‘Look at the Math Table and count …
It is absolutely vital that each operation is thought of as an imperative verb
provoking a specific action without reference to the noun that follows. In
essence 3 + 2 = is thought of as ’what you start with; the type of job; the size
of the job; look at the math table; …’. This practiced set of actions ensures that
young learners inspect each symbol carefully (rather than assume any two
numbers on the page are inviting addition) and that this enables older
learners to deal logically (rather than impulsively) with negative numbers,
algebraic symbols etc.
Addition
The basic script for learning the Big Idea of ‘addition’ is shown below. It is
followed by Detailed Notes on how the basic script underpins a full treatment
of addition at the elementary level.
This is my Resources Table: This is the Math Table:
it is where I keep all my cups. this is where we do math.
Resources Table Math Table

Neutral position
I need a helper. Stand in the middle here [places pupil in neutral position]. My
job is to tell you what to do. You are the helper. Your job is to do what I tell
you. I want you to
Teacher says Pupil does Comments
Put two cups on the math table picks up 2 cups, walks to the math Good
table, places them on the math
table and returns to the Neutral
position
Now I want you to moves to the Resources Table and Good. You do not
Get ready to get some more holds hands in the air, poised know how much
above the Resources Table, in to get until I tell
preparation for picking up cups you. So … wait …
One cup . picks up 1 cup, walks to the math Good. Now listen
table and places it on the math to what I want
table and returns to the Neutral you to do.
position
I want you to Look at the Math Three cups. teacher uses both
Table and count the cups. How hands to
much is there here? surround the
cups to act their
‘muchness’, ie the
quantity
This process is repeated many times so that ‘helpers’ physically respond to

the spoken words:
• Start by putting [number] cups on the math table
• Get ready to get some more
• [Number] cups
• Look at the math table and count the cups
• [One, two, three, …]
• How much is there here?
• [Number] cups.
Now I am going to pretend I have lost my voice: I cannot talk. My job is still to
tell you what to do. This time I am going to tell you what to do by writing.
When I write [teacher writes the figure 2]
Teacher writes Pupil does comments
2 Start by putting two cups on the math table teacher inserts
plus sign
2+ Get ready to get some more teacher inserts
the figure 1
2+1 pick up one cup and carry it to the math teacher inserts
table equals sign
2+1= Look at the math table and count the cups. How much is
count “One, two, three” there here?
uses both hands to surround the cups to teacher inserts
act their ‘muchness’, say “three cups” the figure 3
2+1= 3
The numbers and signs have been written one by one (so that each is acted by
the helper) to build up the expression 2 + 1 = 3
Learners need to understand expressions like 2 + 1 = 3 as a series of
instructions that can be interpreted as physical actions and eventually
visualise as images of those physical actions.
Detailed Notes
1) The script above is illustrative. In fact, it is important to use longer
examples right from the start ( e.g. 3 + 1 + 2 + 2 = 8) so that pupils get used
to reading the symbols and responding to them (rather than assume that
there will always be just two numbers before the arrival of the equals sign).
2) When 3 + 1 + 2 + 2 = 8 (for instance) has been acted, pupils need to be
taught to respond to “Read what it says” by saying Three add one add two add
two equals eight and to “Read what it means” by saying Three cups add one
cup add two cups add two cups equals eight cups.
3) When the teacher writes 3 + 1 + 2 + 2 = 8 (this is called a ‘Math Story)

pupils must be taught to act the ‘Real Story’ (i.e. to act it with the cups). So …
they must respond to:
I will write the Math Story. You act the Real Story.
4) When the teacher acts the ‘Real Story’ (i.e. acts it with the cups) pupils
must be taught to write 3 + 1 + 2 + 2 = 8 (this is called a ‘Math Story).
Detailed attention must be given to ensuring they form their numbers and
symbols correctly. So … they must respond to
I will act the Real Story. You write the Math Story.
5) The whole point of 3) and 4) above is to create an instinctive relationship
between the Math Story and the Real Story.
Practice with examples like these:
3+1+2=6 5+1+0+1=7 1+4=5 0+0+0=
0
2+½+½=3 ½+1+¼=1 ¾ 1½ + 2½ =4
Subtraction
job is to tell you what to do. You are the helper. Your job is to do what I tell
you. I want you to
Teacher says Pupil does comments
Put three cups on the math table. picks up 3 cups, walks to the math Good, I want
table, places them on the Math you to
Table and returns to the Neutral
position
Get ready to get take away moves to the Math Table, holds Good. You do
hands in the air, poised above the not know how
math table, in preparation for much to get
picking up cups until I tell you.
So … wait
…One cup picks up 1 cup, walks to the Good. Now
Resources Table and places it in listen to what I
Resources Table want you to do.
I want you to
Look at the math table and count the Two cups. Good.
cups.
How much is there here?
It is an essential part of the script for the teacher to indicate all the cups on the
math table and to say “How much is there here?” to elicit the precise answer
two cups and not simply ‘two’.
the spoken words:
• Get ready to take some away
• [Number] cups
• [One, two, three, …]
• How much is there here?
• [Number] cups.
Now I am going to pretend I have lost my voice: I cannot talk. I am still the
boss so I still have to tell you what to do. This time I am going to tell you what
to do by writing. When I write [teacher writes the figure 3]
Teacher writs Pupil does comments
3 puts three cups on the math teacher inserts
table minus sign
3- Get ready to take away teacher inserts minus the
figure 1
3–1 pick up one cup and carry it teacher inserts equals sign
to the Resources Table
3–1= Look at the math table and How much is there here?
count the cups. count “One,
two”
two cups teacher inserts the figure 2
3–1=2
the helper) to build up the expression 3 – 1 = 2
Learners need to understand expressions like 3 – 1 = 2 as a series of
visualised as images of those physical actions.
Although subtraction is introduced with this short example, most practice
takes place with long strings that include both plus and minus signs so that
pupils learn to carefully read each symbol and interpret it physically.
Detailed Notes
1) It is important to use long examples right from the start ( e.g. 3 - 1 + 2 - 1 =
3) so that pupils get used to reading the symbols and responding to them
(rather than assume that all figures are connected by plus signs!).
2) When 3 - 1 + 2 - 1 = 3 (for instance) has been acted, pupils need to be
taught to respond to “Read what it says” by saying Three take away one add
two take away one equals three
and to “Read what it means” by saying Three cups take away one cup add two
cups take away one cup equals three cups.
3) When the teacher writes 3 - 1 + 2 - 1 = 3 (this is called a ‘Math Story)
pupils must be taught to act the ‘Real Story’ (i.e. to act it with the cups). So …
they must respond to:
I will write the Math Story. You act the Real Story.
must be taught to write 3 - 1 + 2 - 1 = 3 (this is called a ‘Math Story’). Detailed
attention must be given to ensuring they form their numbers and symbols
correctly. So … they must respond to I will act the Real Story. You write the
Math Story.
between the Math Story and the Real Story.
Practice with examples like these:
5–3=2 3+1–2=2 5–1–0+1=5 1–1+4=4
0+0–0=0 2+½-½=2 1½ - 1 + ¼ = ¾ 2½ - 1½ = 1
Multiplication
job is to tell
you what to do. You are the helper. Your job is to do what I tell you.i want you
to
Teacher says Pupil does Comments
Put two cups on the picks up 2 cups, walks to Good. I watched you do
math table. the math table, places that. I saw you walk to
them on the math table the math
and table with two cups. I
returns to the Neutral loved what you did
position
Do the same thing lots of Ensure that at this point
times. the helper moves to the
Resources Table, picks
up two cups and is
walking to the math
table before you say
I want you to do it four walk to the math table You have walked to the
times altogether four times altogether math table four times
altogether. You were
carrying the same
thing each time.
Look at the math table How much is there here?
and count the cups.
Eight cups. Good

the spoken
words:
• Do the same thing lots of times

• [Number]
• [Number] cups.
Teacher writs Pupil does Comments
2 putting two cups on the math
table
2× Do the same thing lots of times
2×4 Do the same thing 4 of times
2×4= Look at the math table and How much is there
count the cups. count “One, here?
two, three, four, five, six,
seven, eight
2×4=8 eight cups

the helper) to build up the expression 2 × 4 = 8
Learners need to understand expressions like 2 × 4 = 8 as a series of
Notice that the first number is what you start with: it is cups. The number
after the multiplication sign is how many times you walk to the math table
altogether
Detailed Notes
1) It is important for pupils to get used to basic examples before moving to
longer ones (like those below).
2) When 3 × 4 = 12 (for instance) has been acted, pupils need to be taught to
“Read what it says” [Three times four equals twelve] and to “Read what it
means” ” [Three cups times four equals twelve cups]. The form of the
language, the places where ‘cups’ is spoken, is absolutely crucial!!
3) When the teacher writes 3 × 4 = 12 (this is called a ‘Math story) pupils must
be taught to act the ‘Real story’ (i.e. to act it with the cups). So … they must
respond to: I will write the Math Story. You act the Real Story.
must be taught to write 3 × 4 = 12 (this is called a ‘Math Story). Detailed
correctly. It is extremely important for pupils be made to see that having got
as far as 3 × they know by looking at the writing that the next thing the
teacher will do is already known. The teacher will pick up three cups …
because it says so! “It is the ‘three cups’ that I loved. You know that. It says so.
What you do not know is how many times I will walk. Do not write. Wait! Now
you can see I have finished walking you can see how many times I walked.
Four! So … write it.” So … they must respond to: I will write the Math Story.
You act the Real Story.
between the Math Story and the Real Story. … but they must be taught
carefully to interpret the symbols.
6) After practice with examples containing only a ‘times’ and an ‘equals’ sign,
move to longer examples that use plus and minus signs as well.
7) Of course, pupils do not always respond only to the symbols written one by
one. I general, they see something like 3 × 4 = and put three cups on the Math
Table and then, knowing there is a multiplication sign, move immediately
from the Math Table to the Resources Table to do the same thing. At this stage,
they are not pausing at the Neutral position after putting the first three cups
on the Math Table. It is this ‘non-pausing’ that distinguishes ‘multiplication’
from ‘addition’ – and, pedagogically, we want novices to make that distinction.
8) MMMS makes the distinction absolutely deliberately. Do not mention
anything about ‘multiplication being repeated addition’. It is not! Look for
instance at 7 – 2 × 3 = 1 to appreciate the meticulous rigour of MMMS. We put
seven cups on the Math Table; get ready to take away; move to the Resources
Table with two cups; then do the same thing (i.e. move to the Math Table with
two cups) lots of times. This is certainly not ‘repeated addition’.
Practise with examples like these:
3 × 4 = 12 2 × 5 = 10 1 × 5 = 5 0 × 4 = 0
2 × 4 + 1 × 3 = 11 2 × 4 - 1 × 3 = 5 5 + 2 × 3 = 11 7–2×3=1
Do not use any rules. Teach the immutable logic of the (symbolic) language.
For instance, in 7 – 2 × 3 = 1 I start by putting seven cups on the math table; I
get ready to take away. I then walk to the Resources Table with 2 cups. It is
that (walking to the math table with two cups) that I loved. So I do it three
times altogether. That is why the correct answer (the only correct answer) is
‘one cup’. When dealing with expressions like 2 × 4 + 1 × 3 = 11 ensure it is
understood as: Put two cups on the table. Do the same thing lots of times.
Walk to the math table four times altogether. Get ready to get some more. One.
I watched you walk to the math table with one cup. I loved it. Do the same
thing [WALK TO THE MATHS TABLE WITH ONE CUP!!!] lots of times. Do it
three times altogether. You can now see 8 cups here and 3 cups here. You can
see 11 cups.
Preparation for teaching Division

Before showing the actions for division you need to establish the important
idea of
‘Same Value; Different Appearance’ by using a version of this script:
Is this the same as this ?
Yes it is (because there is still six cups). No it is not (because these are on the
table and these are piled up). So the answer is: yes it is; no it is not; yes it is;
no it is not; yes it is; no it
is not; yes it is; no it is not.
The answer that mathematicians give is Same Value: Different Appearance.
This is, of course, an important aspect of equality (i.e. the ‘equals’ sign).
Although it is true that 3 = 3 it is boring (same value; same appearance). On
the other hand 2 + 1 = 3 is interesting (Same Value: Different Appearance)
The phrase and the idea of Same Value: Different Appearance is in fact used
much earlier than this (in Reception) … but it needs specific attention in
relation to division
Division
job is to tell
you what to do. You are the helper. Your job is to do what I tell you. I want you
to
Teacher says Pupil does comments
put six cups on the math moves to the Resources
table Table, picks up 6 cups,
walks to the math table,
places them on the math
table and moves to the
Neutral position
Look at it and wonder stands at the math table
about… and scratches her head
to act a mock confusion
piles of two cups makes piles of two cups
Count the piles! How Three

many piles of two cups
can you see?
the spoken
words:
• Look at it [the math table] and wonder about piles of
• [Number] cups you can see
• Count the piles of two cups …
• How many piles can you see?
• [number]
Teacher writs Pupil does comments
6 put six cups on the math teacher inserts the
table „divided by‟ sign
6÷ Look at it and wonder teacher inserts the figure 2
about piles of …
6÷2 Make piles of two cups teacher inserts the equals
sign
6÷2= Look at the math table and
count the piles
say “three”
6÷2=3
the helper) to build up the expression 6 ÷ 2 = 3
Learners need to understand expressions like 6 ÷ 2 = 3 as a series of
Learners need to understand expressions like 6 ÷ 2 = 3 as a series of
visualised as images of those physical actions. Notice that the first number is
what you start with: it is cups. The number after the division sign is the ‘much-
ness in each pile (e.g. two cups). The number after the equals sign is an
indication not of ‘much-ness’ but of ‘many-ness’ – it is a pure number response

to ‘How many piles of [for instance] two cups can you see?
Detailed Notes
1) It is important for pupils to work extensively with basic examples.
2) When 6 ÷ 2 = 3 (for instance) has been acted, pupils need to be taught to
“Read what it says ” [Six divided by two equals three] and to “Read what it
means” [Six cups divided by two cups equals three] The form of the language,
the places where ‘cups’ is spoken, is absolutely crucial!!
3) When the teacher writes 6 ÷ 2 = 3 (this is called a ‘Math Story) pupils must
be taught to act the ‘Real Story’ (i.e. to act it with the cups). So … they must
respond to: I will write the Math Story. You act the Real Story.
must be taught to write 6 ÷ 2 = 3 (this is called a ‘Math Story). Detailed
correctly. It is extremely important for pupils be made to see they start by
putting six cups on the math table; they then look and wonder; and they
wonder about piles of two cups. They then count how many piles of cups they
can see … and the answer is ‘three’ (a pure number). So … they must respond
to: I will act the Real Story. You write the Math Story.
between the math story and the real story. … but they must be taught carefully
to interpret the symbols.
Practise with examples like these:
6÷2=3 6÷3=2 6÷6=1 6÷1=6
3÷½=6 1÷½=2 ½÷½=1 ½÷¼=2
‫)‪MMR (Make Math Real‬‬
‫اجعل الرياضيات ملموسه‬

‫ملخص البحث‬
‫مقدمة‪:‬‬
‫كًذسط س‪ٚ‬اض‪ٛ‬اخ فاَُ‪ ٙ‬عاتذأ تاألػذاد‪ ،‬يُز ذخشج‪ ٙ‬يٍ كه‪ٛ‬ح انرشت‪ ّٛ‬ػاو ‪ 1995‬يُز ‪ 15‬ػايا‬
‫ذمش‪ٚ‬ثا (‪ٔ )2007‬اَا اتحث ػٍ عش‪ٚ‬مّ ذجؼم يٍ انش‪ٚ‬اض‪ٛ‬اخ انر‪ ٙ‬ذثذٔ يجشدِ تانُغثح نرالي‪ٛ‬ز٘ ف‪ ٙ‬انًشحهح‬
‫االترذائ‪ٛ‬ح ش‪ٙ‬ء يهًٕط ‪ٔ .‬ف‪ ٙ‬ػاو ‪ 2004‬عافشخ ف‪ ٙ‬تؼثّ انٗ انًًهكح انًرحذِ ٔ انًشكمج ياصاند ذهح ػه‪ٙ‬‬
‫أ‪.‬س‪ٚ‬رشاسد‬ ‫تانشغى يٍ يحأالذ‪ ٙ‬عٕال انغُٕاخ انغاتمح ال‪ٚ‬جاد انحم انًُاعة ‪ُْٔ ،‬ان لاتهد يؼهى ‪ٚ‬ذػٗ‬
‫دٌٔ ‪ٚ‬ؼًم ف‪َ ٙ‬فظ انًجال ٔنكُّ تاحث كث‪ٛ‬ش ٔلذ ػمذ يؼُا ٔسػ ػًم ػهُا َرٕصم انٗ عش‪ٚ‬مّ ذجؼم‬
‫عش‪ٚ‬مّ ْ‪ ٙ‬اٌ َٕجذ ش‪ٙ‬ء كانز٘‬ ‫انش‪ٚ‬اص‪ٛ‬اخ يهًٕعّ‪ٔ ،‬ػًهُا ف‪ْ ٙ‬زا انًجال ٔ ذٕصهُا انٗ اٌ افضم‬
‫اعرخذيّ االَغاٌ انمذ‪ٚ‬ى نهحغاب (انحصٗ) ٔنكٍ ‪ٚ‬جة اٌ ‪ٚ‬كٌٕ يؼرادا تانُغثح نهرهً‪ٛ‬ز ٔ ‪ٚ‬غٓم انحصٕل ػه‪ّٛ‬‬
‫ٔنمذ ٔجذَا اٌ اكثش ش‪ٙ‬ء ‪ٚ‬غرؼًهّ انغفم ف‪ ٙ‬انًذسعح ْٕ الكوب انثالعر‪ٛ‬ك‪ ٙ‬أ انٕسل‪ ٙ‬انًغرخذو نششب‬
‫بتمثيل العمليات‬ ‫انً‪ٛ‬اِ انغاص‪ٚ‬ح ٔ انؼصائش؛ كًا ذٕصهُا انٗ اٌ افضم انغشق نهرؼهى ْ‪ ٙ‬اٌ ‪ٚ‬مٕو انرهً‪ٛ‬ز‬
‫الحسابية تهغح حشك‪ ّٛ‬خاصح لاو أ‪.‬س‪ٚ‬رشاسد ترصً‪ًٓٛ‬ا ٔ لًُا ترؼذ‪ٚ‬م تؼضٓا ‪.‬‬
‫اٌ انٓذف انشئ‪ٛ‬غ‪ ٙ‬يٍ ْزِ انٕسلح انثحث‪ٛ‬ح ْ‪ٔ ٙ‬ضغ انش‪ٚ‬ا ض‪ٛ‬اخ ف‪ ٙ‬صٕسج ذًث‪ٛ‬ه‪ٛ‬ح يهًٕعّ نهم‪ٛ‬او‬
‫تانؼًه‪ٛ‬اخ االستغ االعاع‪ٛ‬ح تاالضافح انٗ انؼًه‪ٛ‬ح انًُغم‪ ّٛ‬االٔنٗ ٔ ْ‪ ٙ‬انرغأ٘ ٔلذ لًد ترصً‪ٛ‬ى حصح نكم‬
‫ػًه‪ ّٛ‬نرٕض‪ٛ‬ح ك‪ٛ‬ف‪ٛ‬ح ذغث‪ٛ‬ك انفكشج ػًه‪ٛ‬ا كًا اَُ‪ ٙ‬لذ عثمرٓا ف‪ ٙ‬فصٕن‪ ٙ‬يُز ػاو ‪ٔ 2005‬اللد َجاحا كث‪ٛ‬شا‬
‫نذٖ انرالي‪ٛ‬ز ٔ أن‪ٛ‬اء االيٕس ٔانرٕج‪.ّٛ‬‬
‫كًا احة اٌ أضح اٌ ْزِ انغش‪ٚ‬مح لذ ايرؼد انؼذ‪ٚ‬ذ يٍ انرالي‪ٛ‬ز كًا اعرًرؼد تٓا شخص‪ٛ‬ا نًا‬
‫ذحٕ‪ ّٚ‬يٍ يٕالف ذثُ‪ ٙ‬شخص‪ٛ‬ح انرهً‪ٛ‬ز ٔاخشٖ ذظٓش تؼض َماط ضؼفّ انر‪ ٙ‬ذضحكّ ٔ ذؼهًّ ذجُثٓا ف‪ٙ‬‬
‫انًغرمثم فمذ عاًْد ْزِ انغش‪ٚ‬مح ف‪ ٙ‬ػالج خجم تؼص انرالي‪ٛ‬ز ٔذغشع تؼضٓى ٔ تظء تؼضٓى كًا ػهًرٓى‬
‫انمه‪ٛ‬م ػٍ نغح انجغذ انر‪ ْٙ ٙ‬يٍ اْى انهغاخ ٔاػرمذ اٌ نٓزِ انغش‪ٚ‬مح انؼذ‪ٚ‬ذ يٍ انًً‪ٛ‬ضاخ يغ لهح انؼ‪ٕٛ‬ب ٔ‬
‫انر‪ ٙ‬ذرالشٗ يغ اعرًشاس اعرخذاو انغش‪ٚ‬مح ٔ ذؼٕد انرالي‪ٛ‬ز ػه‪ٓٛ‬ا‪.‬‬
‫الداػ‪ ٙ‬الٌ اركش انًؼهى انز٘ لذ ‪ٚ‬غرخذو ْزِ انغش‪ٚ‬مح آَا يشَّ جذا تذءا و ٌ َٕع انكٕب (أ انؼهثّ‬
‫أ ايكؼة) ٔحرٗ ذصً‪ٛ‬ى انحشكح انًؼثشِ ػٍ انؼًه‪ٛ‬اخ انحغات‪ٛ‬ح‪.‬‬
‫اذًُٗ يٍ اهلل اٌ ‪ٚ‬غرف‪ٛ‬ذ يٍ ‪ٚ‬مشأ ْزا انثحث ٔاٌ ‪ٚ‬كٌٕ يهًٓا الفكاس اخشٖ ذصادف يٍ ‪ٚ‬غرحمٓا ‪.‬‬
‫ٔ اهلل انًٕفك‬
‫خانذ أتٕص‪ٚ‬ذ يشط٘‬
‫يٕاعٍ يصش٘‬
‫ٔيذسط س‪ٚ‬اض‪ٛ‬اخ ف‪ ٙ‬يذسعح ػثًاٌ تٍ ػفاٌ انرجش‪ٚ‬ث‪ٛ‬ح نهغاخ‬

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Cairo Governorate

2007 El Sahel Educational Zone

Khalid Abozaid Morssey

[MAKE MATH REAL]

This is my Resources Table: This is the Math Table:

In MMR the language is very important.

In MMR we need to be clear about the helper Units (CUPS).

of MMR. It teaches pure math to learners. It reverses the trend of trying to

Teaching the four operations

Resources Table Math Table

This process is repeated many times so that ‘helpers’ physically respond to

3) When the teacher writes 3 + 1 + 2 + 2 = 8 (this is called a ‘Math Story)

This process is repeated many times so that ‘helpers’ physically respond to

• Do the same thing lots of times

2×4=8 eight cups

Preparation for teaching Division

Is this the same as this ?

piles of two cups makes piles of two cups

Count the piles! How Three

indication not of ‘much-ness’ but of ‘many-ness’ – it is a pure number response

‫اجعل الرياضيات ملموسه‬

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