In most cases, Mathematics becomes a frightening lesson when
in fact it is an interesting and very useful in our daily lives. So, here are
several things you may try in teaching math.
An experience when I was a primary learner, my math Teacher
asked me to memorize a multiplication table from 1x1 until 10x10 as the
preparation to deal with the test (Math Examination). So, what is the different
between math and other lessons like history, biology, and language? It will
make primary learners stressed and frustrated even dislike math. Memorizing is
less effective than understanding. Do
not try to force the learners to memorize the math formulas or processes which
is less productive and less effective. It will be much better to focus
on understanding the involved-process and logic. This will help the learners
understand how they should approach such problems in the future. Because we
know that is not wrong to use SMS (Short Message Service) to send the message
to our friends without knowing how it can be sent, but at least we should know
that nowadays wireless signal along with development of technology can deliver
our messages over the cloud, so we do not longer think that SMS does not make
sense because we know why. As well as math, the learners do not just know
6x7=42 but they understand how it can be 42.
We probably know the way to solve addition, subtraction,
multiplication and division abstractly just using paper and pen. It is good,
but it would be better to introduce with materials (props) first to allow the learners
to construct their cognitive models for abstract mathematical ideas and
processes. Materials also provide a common language to communicate these models
with the teacher and other learners. Experts in education field believe the
media or we call it as props can increase the learning motivation. It helps the
students to build a better "mental model" (assumption) or the comprehension
of learner. For instance, a book which contains text only requires us to have
prior knowledge of what was discussed in the book so that we could make a
"mental model". Without prior knowledge about the subjects covered, the
"mental model" which is built could be inaccurate. But if in the book
is also included a picture, then learners will be easier to make "mental
model" more completely and precise. Thus, through the media, a learner has
the ability to explore the places in a virtual world that probably was never
seen in person, so that learners are better and able to understand the concept.
It can be concluded that the media supports the human capacity especially for
the learners' encouragement.
3. Take advantage of hot news or what learners
like.
Usually, something we do like can help our mood, moreover
for the kids. Make problems link with hot news or what learners like might be
more fun to stimulate the learners. I read that in order to be a good
conversationalist, we should know what our interlocutors like. But
unfortunately not everyone comes with their passions written on their
foreheads. Listen and observe seems a little obvious, but it is also the nice
first step in finding out what someone likes. Do not be afraid of the
banalities. Sometimes those seemingly-boring questions can be gateways to finding
out what the other person is passionate about, we may just have to dig a
little. For instance, "What did you do this weekend?" is potentially
going to reveal what they're passionate about, because that's what they do in
their off time. Ask open-ended questions. Do not just ask "yes or no"
questions. Most questions can pretty easily be rephrased to meet the aim, For
instance, "Was your holiday fun?" turns into "What did you do
during holiday?. Then after we know it, we can help to give math lesson linked
with what learner's like.
4. Using more word
problems.
Abstract
problems encourage the learners to simply find the numbers and use the
operation-studied in a linear, as if all problems were solved by using a
"recipe". Rather than giving problem as “3x + y = 9 and 2x + 3y = 13,
find x and y!” we can make the problem more interesting such as “Theo paid $9
for 3 apples and 1 kiwi. If Diana paid $13 for 2 apples and 3 kiwis, how much
is each price?”. But it is not that simple, sometimes the existing word problems
are solved by rules those learners found in the beginning of the particular
lesson routinely. Teacher must be creative to avoid this situation. Mix up the
word problems with the intention of all problems are not only solved by
the operation just studied. Give learners the word problems to analyze so that
instead of finding the answers, they find which operations are needed to get
the answer.
5. Tell the math in
our daily lives.
Recognizing is important. Allow learners to realize that
mathematics always exists in our daily, such as transaction in shopping,
estimating time or arranging schedule, cooking with recipes, playing games,
over tuning in playing music, determining the selling price to make a profit,
banking transaction, etc., we are using math principles. Then let them
encourage themselves to learn math. If we are well versed in this language of
numbers, it can help us make important decisions and perform everyday tasks.
Math can help us to shop wisely, buy the right insurance, remodel a home within
a budget, understand population growth, or even bet on the horse with the best opportunity
of winning the race. Mathematics is a part of our lives, whether we clean the
house, make supper or mow the lawn. Wherever you go, whatever you do, you are
using math daily without even realizing it. It just comes naturally.
6. Introduce step by
step.
Mathematics is very complicated if you jump too far. It is
very impossible to solve 5x^2 + 9x +2 = 0 if you did not know the way to solve
5x2 or 10-1. Start from the basic then continue it step by step. Through
automaticity students free up their working memory and can devote it to problem
solving and learning new concepts and skills (Geary, 1994). Quite simply, a lack of fluency in basic math
fact recall significantly hinders a child’s subsequent progress with
problem-solving, algebra and higher-order math concept. Math could be equated
to languages in some ways. Just like you have to learn to combine letters into
words and words into sentences. Math anxiety starts when learners fall behind
and cannot keep it up. To avoid these
anxieties, learner’ early primary years should focus on learning the foundation
math skills needed for later years. We should know how far the learners understand
the concept.
7. Giving less is not
wrong.
If the learner was not really good at math, it is very
helpful to take him or her step backward because it will be useless to teach
them in the same materials with other learners even if you took more time with
him / her before understanding the previous basic. That learner cannot reach
the level 5 before achieve level 4. As teachers, we often focus too much on
where we want learners to be, then we forget that we should begin from where we
met them at the first time. When a building is constructed, scaffolds are
placed around the building to give it additional support. As the building
becomes more stable on its own, the scaffolds are removed, a few at a time.
Eventually, the building stands independently of the scaffolds (Daisy Martin,
2010). Similarly, "scaffolding" your lessons provides additional
support to students as they work toward understanding the content on their own.
You can scaffold your lessons in a wide variety of ways, depending on your
students' specific needs.
Some learners may feel bored if the problems were too easy
to be solved. They need challenges to learn more and further. Give them extra
practices or more difficult problems. If they were not able to complete the
assignment well, do not under estimate but just reduce the difficulty. Provide
it in the right time and with positive purposes. Express the agreement,
appreciation, and encouragement from us to that learners, do not only use what
we think about. Occasionally praise their high quality works. Ask learners to
give responses about problem-solving as opposed or appropriate with the
teaching on the books or teaching from us. Keep in our mind that one learner’s responses
or question might provide the opportunity for other learners even ourselves to
apply and demonstrate their thinking skills. Instead of answering the questions,
turn some of those questions into opportunities for students to process and
respond together. In one side, the learner who is thirsty of challenge will be
more enthusiastic to learn more and more
Of course, no one will say playing is not fun.
Not every time we play we do not study. Make the math problems as game like
“Monopoly”, “Snakes and Ladders”, sport, puzzle or quiz. Most people have like
to play bingo, why not turn that into a math learning experience that they will
really get a kick out of while learning math. Most people also love collecting
things, and this is a fun way to combine art with math and add a social element
like we invite the learners to make math fact trading cards, specifically with
themes and colors then trade them with siblings or friends who also take
part. Young learner are interested in colorful and interactive things.
Teacher should make full use of such instincts to push math-related games to
them. To our learners, math games are just a games, not math. A good math game
will layer in incentives and different levels of difficulty to attract the
learner. If traditional assessment books are not working for our learners, it
is time to consider using math games. While games may seem less educational,
those will be much more effective for our learners.
10. Being tolerant
and helpful
Patience is a must for the teacher, but tolerance
and help is more needed to encourage the learners to have self-confidence.
Appreciate the different ways of learners in learning either in terms of understanding
duration or learning environment. Do not desire to get or to show your learners
who is the boss. It will encourage more disrespectful behavior from our
student. Do not let who does not like math will more dislike math just because
the teacher. Teacher is not the boss, we are the learners’ helper. Stop forcing
our learners like how we want them to do, but show them how. The highest result
of education is tolerance (Helen Keller). Everybody is
unique, no matter about how old they are and who they are, we
have to respect in diversity, we cannot force everyone to be the same like us
or same as what we want. Love our learner unconditionally.
