1. You can learn math only if you have "math gene". Its not everybody's cuppa tea!
2. Math is difficult to understand!
3. Math is for only Genuises!
4. If the left side of your brain isn't your strong , you'll never do well in math!
5. One has to put ten times the effort as compared to other subjects to excel in math!
6. Math has limited methods of teaching.
7. Math is not of much use for career building!
Wednesday, June 4, 2008
Sunday, June 1, 2008
Mathematic
M is for metacognition : Children are to be taught not only the power of thinking, but also the power of awareness to notice their thinking and change it into desired direction. Nowhere it is more useful than in the case of Math. Many a times children take impulsive decisions while solving Math problems. Metacognitive thinking habits will make the child more responsive to math concepts and her clarity, memory about the concepts will also rise.
A is for the attitude that the child has towards math, depending upon the self talk about math. The self talk is usually generated by the child when influenced by peer talk and parents’ approach to math. The dislike, fear and demotivation will determine her progress in Math.
T is for the self talk referred to above – this has to be controlled and reoriented towards a positive direction. How to do it in itself a major task apart from the teaching of Math. Indeed, all the efforts of a sincere teacher, child and parent will go waste if the change in direction of thinking is not done in time and with determination.
H is for humor – use humor, also h is for higher expectations from the underperformer and underachievers.
T is for learning tools and techniques like times tables and recognise math patterns. To learn tools and techniques is equally important as compared to learning math.
E is for energise, exercise to do math work in a given period of time with focus, speed, accuracy and attention. This is to be ready to write for exams.
M is for motivation to do math. This has to inspired from the teacher and the parent with a system of rewards, tasks and raising self esteem.
A is for having a definite aim to learn a skill or understand a concept.
T is to understand the threats that stop the child to learn math. She must understand math.
I is for how the teacher makes the child interested in math stays interested and likes doing it. This is related to the H above and C below.
C is for using creativity to teach and solve math so that the experience becomes memorable.
A is for the attitude that the child has towards math, depending upon the self talk about math. The self talk is usually generated by the child when influenced by peer talk and parents’ approach to math. The dislike, fear and demotivation will determine her progress in Math.
T is for the self talk referred to above – this has to be controlled and reoriented towards a positive direction. How to do it in itself a major task apart from the teaching of Math. Indeed, all the efforts of a sincere teacher, child and parent will go waste if the change in direction of thinking is not done in time and with determination.
H is for humor – use humor, also h is for higher expectations from the underperformer and underachievers.
T is for learning tools and techniques like times tables and recognise math patterns. To learn tools and techniques is equally important as compared to learning math.
E is for energise, exercise to do math work in a given period of time with focus, speed, accuracy and attention. This is to be ready to write for exams.
M is for motivation to do math. This has to inspired from the teacher and the parent with a system of rewards, tasks and raising self esteem.
A is for having a definite aim to learn a skill or understand a concept.
T is to understand the threats that stop the child to learn math. She must understand math.
I is for how the teacher makes the child interested in math stays interested and likes doing it. This is related to the H above and C below.
C is for using creativity to teach and solve math so that the experience becomes memorable.
Motivating Children For Math
To motivate the child for math is not an easy task. We usually assume that if we play a few interesting games or have fun while teaching math, give them a challenge and make it interesting the task is done. I believe this is just the tip of the iceberg we are touching, we need to do more. We need not just to play games, but also involve them in devising and designing the game. Then match the concept to be taught with the materials available to play the game or we will have to get some special materials - list it. To make the experience memorable we can use stories and humor - jokes, incidents etc. Involvement of all the children is desirable if we want consistency. We can involve children by asking them to get materials for the game and allot tasks according to the ability, likes etc.. After the game or the activity is over we can ask them to put it in their math journal in their own way. More on motivation and interest generation in coming posts.
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