- Everyone can do math! Yes, this is true. So many times do I see students think that they can not do math, or they are just no good at math. At one of my observation days, I was upset to see that one grade five student, just sat there until I would give her the answer. She had the preconceived notion that math was difficult, and did not make sense. Students should be taught that math does indeed make sense, and everyone can do math.
- As a teacher, I need to learn to shut up!! There is no value in just telling a student an answer. Students need time to attempt a problem. Students need to be active learners, not passive learners. Students need to be involved to learn and understand math.
- “ I don’t have the answer”- Mary Cameron. Students are taught that there is only one answer, and the teacher knows it. But what happens if there are more than one answer, or more than one way of getting the answer? As a teacher, problems should be posed that have multiple entry points, and multiple answers.
- Math should be presented in a realistic way to students. Problem solving activities gives meaning to math, and makes it more realistic to students, opposed to the traditional math worksheet. As a teacher we are asked so many times: “why are we doing this?”, and like the book Math Curse by Jon Scieszka states , “you can look at anything as a math problem”. This is very true, and students should be given realistic things in math to solve, thus making it more meaningful to students. Bringing me to my next point...
- There are tons of great books that can be used to teach math. Books are not only for language arts, and in class I was introduced to many books that would be very helpful; The Best of Times by Greg Tang, The Number Devil by Hans Magnus Enzensberger and the Math Curse (found on my blog) . Literature in math is a great parallel to teaching math. It introduces math in a fun interesting way.
- The answer is not important, it is the logic, and the process, it is about students understanding NOT memorizing.
- Give students the option of using manipulatives. Manipulatives are great in exploring abstract concept. Straws, or popsicle sticks are great for learning any math concepts. In class we explored how these can be used to aid in subtraction or addition. Along with 5 frames, 10 frames, arrays, etc. And how can I forget Fraction Kits. I love this idea, and see the many benefits in not only using them to solve problems, but the many benefits in getting students to actually create one. The making of the fraction kit, may be more beneficial to students, than using them. Math should be hands on, and meaningful, which can be achieved through the use of manipulatives!
- Give students many chances to interact with each other. Students can work together to solve problems, and socially construct their knowledge. Students can learn a lot from each other.
- Reflecting on math? Yes this is possible and should be practiced and implemented in every lesson. Ask students how they got to a particular answer, and what things did they consider when solving a question. Writing in words how they solved a problem is a great way to get students to reflect on how they do something. Students should be given a chance to share how they got an answer, this way students can rethink their problem and make sure it all makes sense to them, and it even may help some other students in the understanding of a particular problem. Reflection is very important in math, and allows students to have an in depth look into their thinking. By students reflecting, they will be able to remember longer, and have a deeper and better understanding. This also reinforces the idea that math is not about a memorizing of facts, but more about understanding.
- As a teacher, I need to learn to shut up!! There is no value in just telling a student an answer. Students need time to attempt a problem. Students need to be active learners, not passive learners. Students need to be involved to learn and understand math.
- “ I don’t have the answer”- Mary Cameron. Students are taught that there is only one answer, and the teacher knows it. But what happens if there are more than one answer, or more than one way of getting the answer? As a teacher, problems should be posed that have multiple entry points, and multiple answers.
- Math should be presented in a realistic way to students. Problem solving activities gives meaning to math, and makes it more realistic to students, opposed to the traditional math worksheet. As a teacher we are asked so many times: “why are we doing this?”, and like the book Math Curse by Jon Scieszka states , “you can look at anything as a math problem”. This is very true, and students should be given realistic things in math to solve, thus making it more meaningful to students. Bringing me to my next point...
- There are tons of great books that can be used to teach math. Books are not only for language arts, and in class I was introduced to many books that would be very helpful; The Best of Times by Greg Tang, The Number Devil by Hans Magnus Enzensberger and the Math Curse (found on my blog) . Literature in math is a great parallel to teaching math. It introduces math in a fun interesting way.
- The answer is not important, it is the logic, and the process, it is about students understanding NOT memorizing.
- Give students the option of using manipulatives. Manipulatives are great in exploring abstract concept. Straws, or popsicle sticks are great for learning any math concepts. In class we explored how these can be used to aid in subtraction or addition. Along with 5 frames, 10 frames, arrays, etc. And how can I forget Fraction Kits. I love this idea, and see the many benefits in not only using them to solve problems, but the many benefits in getting students to actually create one. The making of the fraction kit, may be more beneficial to students, than using them. Math should be hands on, and meaningful, which can be achieved through the use of manipulatives!
- Give students many chances to interact with each other. Students can work together to solve problems, and socially construct their knowledge. Students can learn a lot from each other.
- Reflecting on math? Yes this is possible and should be practiced and implemented in every lesson. Ask students how they got to a particular answer, and what things did they consider when solving a question. Writing in words how they solved a problem is a great way to get students to reflect on how they do something. Students should be given a chance to share how they got an answer, this way students can rethink their problem and make sure it all makes sense to them, and it even may help some other students in the understanding of a particular problem. Reflection is very important in math, and allows students to have an in depth look into their thinking. By students reflecting, they will be able to remember longer, and have a deeper and better understanding. This also reinforces the idea that math is not about a memorizing of facts, but more about understanding.
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