For many students, mathematics is a phobia with fear snakes, lizards, elevators, water, flying, public speaking and height. Although "diseases" are neither hereditary nor contagious, they "inherit" them from their parents; and "catch" them from their friends. The reason behind the terrible reputation of mathematics is what divides society into mathematics "have" and "does it"?
"One reason why students perform poorly in mathematics is that they are learning mechanically and often don't understand what they are learning. They can't apply it to real life," Vijay Kulkarni said. He's the first annual identity. leader. Education reportfrom
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] recently issued by the famous Mumbai NGO, Pratham.
Explain the frustrating situation portrayed in the report, especially with regard to mathematics - 22% of children between seven and ten years cannot be deducted - Kurkani says children are closed because of the traditional teaching in the classroom Squeeze the joy of learning and turn the school into a robot factory.
Outdated teaching methods and outdated courses - away from the daily experience of students - does not contribute to the appreciation of the subject. Intelligence is usually measured by the mark he gets in mathematics, and when he is degraded because he is stupid with less score, his self-confidence will be eroded.
However, teaching in the right way, learning mathematics can be easy, fun, and can be filled with a sense of awe, which is essentially beautiful harmony and order. Parents and teachers should communicate that learning math can be interesting. Their interest, miracle and enjoyment of expression are critical to children's interest in this topic.
"Parents are the child's first mentor. Even before the children can formally enter the school before the kindergarten, they can start playing numbers," said Dr. MJ Thomas, a child psychologist in the city. Children are born with fun, unstoppable curiosity, exploring the world by experimenting with objects around them: seeing, touching, hearing, tasting, sniffing and arranging objects, putting items together or separating them. Through this experience, children intuitively understand their world.
Dr. Thomas's suggestion: Collect beads of various colors and tell the children to alternately string two beads of color. Tell them to bring red and green balls and make two piles of the same number of balls. Another game might be to arrange three to four rows of playing cards. These activities can force quantitative thinking and help us become friends.
"Although other sciences have a large number of activities including syllabus and physics, the idea of a chemical or biological laboratory is common, mathematics is still taught only by chalk and conversation methods," said Dr. Scnananah, the recipient of the Ashoka Scholarship, Innovation in mathematics in teaching activities. "This is especially unfortunate because only when children experience the effects of weight and size, shape and size, quantity and pattern, can they understand a discipline like mathematics," he said.
Dr. Gananath designed a math suite that includes diagrams, charts, and games to explain various puzzles in mathematics, such as location values, scores, or decimals. He took a piece of paper, marked the lengths a and b, and in a few minutes, reached the formula by properly folding the paper. [a + b]2 from
with [A-B] 2from
. This activity-based instruction can stimulate thinking, encourage discussion, or find alternative ways to solve problems. On the other hand, the traditional teaching of the school seems to give the impression that there is only one way to solve a specific problem.
"Learning doesn't just mean "understanding the facts; it is about understanding the basic concepts based on experience," says Mr. H.N. Parmesh. Born freeA public school in the village of Banjarpalya on the Banaglore-Mysore road. It is rare for his school to maintain first-class students in all seven-year public examinations for several years. Parmesh and his team of dedicated faculty use cheap materials such as matchboxes and colored beads made of clay to make educational aids, and they affirm that these aids help slow learners better understand mathematics.
There are several organizations that like Akshara Foundation with Azim Premji FoundationWith the support of corporate amnesty, they worked with the government to use computers to capture the attention of boring rural children and inspire their curiosity and imagination. However, effectively using computers to support teaching is not an easy task. It requires good planning and design; otherwise it may eventually become an expensive alternative to rote learning, if you just replace the dull text with color animation.
As tried, IT can be used to innovate to guide interactive learning. Oracle Education Foundation, it designed a web-based educational environment - Think.com from
Teachers and students in Bangalore and elsewhere. This allows students and teachers to create personal web pages and communicate or discuss them via message boards and emails. The site makes students more creative, teachers more sensitive and accessible to students.
Games and puzzles are a sure way to help with learning. As children, we asked each other about this problem: a goat, a tiger and a pile of grass should be transported by boat to the river. This boat can only carry one of three. Given that goats will graze, if you leave the tiger alone to eat goats, how would you pass them one by one and save their lives? In a classic example of a village with two tribes, logical thinking has similar exercises - one always tells the truth and the other always lies. When you arrive at a road divided into two roads, one leading to the treasure and the other leading to death, you will see a member of each tribe. If you are allowed to ask only one of the questions, who would you ask, what would you ask to get a treasure?
A puzzle like this will lead to a lot of discussion. The lessons learned will not be easily forgotten; they will be applied when similar situations occur.
Learning must follow general principles to find strategies to solve problems. The knowledge gained through rote memorization rarely shifts to new, even similar situations.
Teacher-centered classrooms where teachers lead the scene should soon be a thing of the past. Teachers should be the promoters of learning; they should stimulate thinking, which leads to self-discovery and allows children to experience pure learning pleasure.
Orignal From: Learning the joy of mathematics
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