英语翻译Using storytelling to teach mathematics concepts第一段young

英语翻译
Using storytelling to teach mathematics concepts
第一段
young students often struggle with abstract concepts in mathematics,causing primary teachers to continue to search for ways to help teach such concepts.Principles and Standards for School Mathematics(NCTM,2000)recommends using concrete models and physical materials before moving on to more abstract ideas.However,some children still have difficulties understanding concepts even with the help of manipulatives.How can teachers supplement the use of manipulatives to help boost children’s understanding in mathematics?Zemelman,Daniels,and Hyde(1998)recommend that students discuss,write,read,and listen to mathematical ideas in order to deepen their understanding of difficult concepts.Using storytelling as a catalyst to mathematics instruction is one enjoyable and versatile method to do just this.
Although the first graders did not have extensive experience with the hundred’s place and were still in the beginning stages of their understanding of place value,each group solved the problem of counting and bundling the invitations correctly.Using storytelling appeared to help children deepen their concept of place value by connecting it to an experience.Even though the experience was a fantasy story,the person in the story had a real problem that needed to be solved and using place value helped solve the problem.Furthermore,future problems involving place value can be connected to the story,thus giving everyone a common image/experience from which to work.According to the NCTM(2000)Principles and Standards for School Mathematics’Number and Operations Standard,instructional programs from pre-kindergarten through grade two should enable all students to use a variety of models to develop beginning understandings of place value and the base ten number system.

young students often struggle with abstract concepts in mathematics,causing primary teachers to continue to search for ways to help teach such concepts
小学生通常会纠结于抽象的数学概念,致使小学老师一直试图寻找传授这些概念
的教学方法.
.Principles and Standards for School Mathematics(NCTM,2000)recommends using concrete models and physical materials before moving on to more abstract ideas
数学教学标准和原则（2000）建议（老师）使用具体的模型和实物来引导学生从形象走向抽象
.
However,some children still have difficulties understanding concepts even with the help of manipulatives.
不过,有的学生仍旧对概念的理解存在问题,即使手把手的教也无济于事.
How can teachers supplement the use of manipulatives to help boost children’s understanding in mathematics?
老师到底应该如何对手把手的教学方式进行必要的补充,从而提高学生对数学的理解?
Zemelman,Daniels,and Hyde(1998)recommend that students discuss,write,read,and listen to mathematical ideas in order to deepen their understanding of difficult concepts.
Zemelman,Daniels,and Hyde这三个人在1998年曾经指出学生应该从听、读、写以及讨论等方面对数学理念进行学习,从而深化他们对比较困难的数学概念的理解.
Using storytelling as a catalyst to mathematics instruction is one enjoyable and versatile method to do just this.
叙事式的授课方式有如一味催化剂,它能够使数学教学更加易于接受,同时也是一种相对面面俱到的方式.
祝你好运,老师
再问： 问题补充里的帮我翻译一下，谢谢！
再答： Although the first graders did not have extensive experience with the hundred’s place and were still in the beginning stages of their understanding of place value,each group solved the problem of counting and bundling the invitations correctly. 尽管第一批分类者的经验仅限于百位数以内，并且对数目位值的理解也还处于初级阶段，不过每一组都完成了计数并将其与对应的请柬相绑定的任务。 Using storytelling appeared to help children deepen their concept of place value by connecting it to an experience. 叙事型教学方式似乎能够通过联系实际的办法来帮助学生们加深对数目位值概念的理解。 Even though the experience was a fantasy story,the person in the story had a real problem that needed to be solved and using place value helped solve the problem. 尽管这类经历不过是一种美丽的设想，该设想中的人物却给出了一个现实的亟需用数目位值的方式予以解决的问题。 Furthermore, future problems involving place value can be connected to the story,thus giving everyone a common image/experience from which to work. 另外，更多涉及位值的问题都能够同这个设想发生联系，从而呈现给学习者一种通用的形象/经验，使之从中了解其原理。 According to the NCTM(2000)Principles and Standards for School Mathematics’Number and Operations Standard,instructional programs from pre-kindergarten through grade two should enable all students to use a variety of models to develop beginning understandings of place value and the base ten number system. 根据NCTM（2000）数学教学中数量及其运算的原则和标准，从学前到小学2年级的教育中，指导性的教学任务是使所有该年龄段得学生能够运用不同的数学模型，以训练出他们对位值和十进制数目的初步的理解。