Add parents, teachers and students to solve the maths problem

February 13, 2012, 7:58 pm , The Island.


By R.N.A. de Silva

ndesilva@osc.lk

Why do so many youngsters have problems with mathematics? Is it because they find it too much to handle or is it because they dislike it compared to the other subjects that they learn in school? It is to be expected for students to consider mathematics difficult due to the abstract nature of the subject and the challenges that it offers. But, generally young people are risk takers and they enjoy taking up challenges. Therefore, it is a concern if a student states that it is a subject that he or she dislikes. How do we create an appreciation for mathematics learning so that the students are motivated to follow the subject with interest? For this to happen, I feel that three groups of people must work in harmony: students, teachers and parents.

If the topic of mathematics is brought up in a conversation when parents get together or at a parent teacher conference, it is to be expected to hear comments such as "I was never good at mathematics", "I don’t blame my son as I hated mathematics when I was in school" or "this is one subject where we are completely clueless to help our child". Such negative comments will not help a child struggling to cultivate a positive attitude towards learning mathematics. The same parents will acknowledge the importance of the subject in the modern world. Therefore without amplifying the difficulties it is important that parents and children work together to find ways of overcoming the problems.

It will be helpful if parents join their children in solving mathematical riddles, puzzles and even filling Sudoku grids. The interest in the subject can be enhanced through these activities and students will gradually increase an awareness of the need to have good mathematical skills. Also, it would help immensely if parents show that they are willing to learn. Getting your children to teach you something that you don’t understand, but have an interest in, provides a valuable learning atmosphere. Teaching another person is one of the best ways of enhancing a skill.

We are all lifelong learners. This idea is very important for teachers. Mathematical concepts that are taught in schools may not have changed over the last few centuries, but the methods of delivery, analytical tools and processes of conceptualization have changed drastically over the last few years. It is important for teachers to remember that the students under their care enter a job market that values mathematical thinkers. Solving a problem using an algorithm is important but the ability to view a problem from different angles and choosing the right option reflecting on the constraints is much more important. It is not useful to judge a student being either good or bad in mathematics. Allen Broyles and Tom Pittard who researched on the neuro-developmental demands that mathematics places on a student beautifully analyses a situation where four students may get the same problem wrong for four completely different reasons. First student understands the process but makes a simple fact error; Second also understands the process but unable to complete due to memory deficits; Third inaccurately transcribes on paper the correct number that he is holding in his head; Fourth does not understand the concept underlying the problem. To address these errors, each one needs a different approach to teaching.

A common difficulty experienced by students is the inability to connect the abstract and conceptual aspects of mathematics with reality. Holding a model of a cube, for example, is more meaningful to a child than simply being told that a cube has six faces. All students move through a development sequence from concrete to abstract and manipulatives are an excellent form to help them through this process.

Many students are faced with the problem of finding a way to ‘study’ for mathematics. In most subjects, they could read notes, go through texts or perform experiments in preparation for lessons and examinations. But, what could you do in mathematics? Mathematical skill acquisition comes with practice. When students solve mathematical problems, it is helpful to consider it as an exploration. Sometimes you are successful and sometimes not. But, each failed attempt can provide useful hints towards the path of success, if the mistakes could be analysed. Thomas Alva Edison said "I have not failed. I have just found 10,000 ways that won’t work".

Another difficulty that the students face in mathematics classes is the inability to follow the lesson due to not being comfortable with what had been done previously. Mathematics is a subject where the conceptual understanding is built up in a ladder formation. You cannot move to the next level without stepping on the previous step. As such, it is useful for students to spend a few minutes at home going through and reflecting on what was covered in class, on a regular basis. Also, in this modern age of advanced technology, it is not too difficult to check on the topic being taught on the internet, to find out about the historical development and to check on where the applications lie, thereby enhancing the motivation to know more about the topic.

The following list is an attempt of mine to provide three important tips to the three categories of people for whom this article is intended to.

PARENTS

1. Be prepared to listen to your children when they talk to you about their academic work.

Encourage them to discuss their classroom achievements and difficulties with you. Rather than telling them what to do, discuss with them about possible solutions to their difficulties.

2. Create opportunities of demonstrating the use of mathematics at home.

You could do this by solving puzzles that may appear in newspapers or magazines that you purchase or involving your children in the calculation of paint required for a paint job or tiles required for a tiling job etc.

3. Show them that you are willing to learn from them.

In this age of such rapid technological advancement there is much that we can learn from youngsters and it is important to give them that opportunity in the sharing of knowledge. Value their opinions and discuss the feasibility of options.

TEACHERS

1. Be prepared to think as a student.

Visualising may not be as easy for your students as you think and try to use manipulatives and visual aids as far as possible. Remember that you are dealing with abstract concepts and it is necessary to move from known to the unknown in a simple way.

2. Be abreast of new developments.

It is important to be aware of current trends and the use of technology as a teaching tool. Have an attitude of learning and be not afraid to try out new teaching techniques.

3. Create an atmosphere of friendliness in your classroom.

Mathematics is a subject where much discussion is needed and therefore students should have no fear of raising their questions or initiating a discussion. Also, have courage to admit mistakes or to confess that you need time to refer to either a problem or a concept, which will be appreciated by the students.

STUDENTS

1. Be aware that success can be achieved through determination.

It is not unnatural to make mistakes in mathematics but it is important to analyse mistakes to check why they occurred. Perfection in mathematics can be achieved only through practice. Remember that the failures are the pillars of success.

2. Find means of minimizing careless errors.

Reading questions carefully and writing down what is given and what needs to be found is important in mathematics as a good number of mistakes are made due to the misunderstanding of the question. Neatness and showing steps in a logical order can also help in cutting down careless errors.

3. Be prepared to discuss your difficulties.

You will be able to spot your mistakes and improve your thinking process through discussion either with your teacher or colleagues. Try not to give up when unable to proceed. If not in a classroom, phone a friend for clues or use the internet to get ideas. If everything fails, make a note of it to discuss with your teacher on the following day.

The writer is now in the Overseas School of Colombo having returned to Sri Lanka after a long service at the United World College of Hong Kong.