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.