HOW TO MAKE MATHEMATICS ENJOYABLE FOR SCHOOL CHILDREN
For school children to enjoy mathematics it is extremely important that the ‘fear’ of the subject in the minds and hearts of these students is gradually removed. In most school-going children, the very thought of a math exam is enough to give them sleepless nights, and very often an ‘examination fever’. As a result the parents of these children too begin to get nightmares, and in their hysteria they seek short-cut measures to help their ward tide over this problem. But they fail to find a sustainable answer to their child’s dilemma. Infact, many of them begin to recall how they too had spent sleepless nights over math exams during their school days. Most of them feel that by appointing a good tutor, they will be able to help their child outgrow the problem. Sadly, they are mistaken. A good tutor can definitely solve the child’s mathematical problems - topic wise - but he is a poor substitute for one who can motivate the child to start enjoying mathematics as a subject. Enjoyment is associated with the thrill, the excitement and the happiness that a child experiences on successfully solving a problem without external assistance. The child exults by ‘punching’ the air just like a tennis player does on hitting an ace, or what a bowler does when he outwits a batsman and gets him out. Very often, the student of mathematics today is deprived of this sensation of ‘vanquishing the problem’, since the child is invariably provided with ready-made answers by the teachers, tutors or else by the plethora of ‘guides’ available in the market. All these are mere ‘props’ that only provide the child a vain sense of security. It is only when the exams arrive that the child is suddenly confronted by the reality of the situation - the reality that everybody is alone in this world when it comes to fighting such battles. In such a situation the child feels lost and often resorts to unfair means to cross the examination hurdle. When things reach such a pass, the parents begin to blame the school, while the school and the teachers point their fingers towards the parents for neglecting their ward. Neither party realises that due to this confrontation of transferring responsibility, the child has been deprived of one of the most fundamental rights - the right to experience bliss and happiness, right within the classroom! This is perhaps the earliest occasion when we can help the child in getting the first spiritual experience in life. The realisation that the source of happiness lies ‘within’ is the first step the child takes towards eventually experiencing the ‘Divine presence’ inside. The experience of ‘triumph over the problem’ gives the child enough motivation to delve further into the mysteries of numbers associated with mathematics. The desire and thirst to unravel these mysteries pushes the child further and further. This outward quest subsequently brings the child closer to understanding the ‘self’ that lies within.
In order to create an environment in the class-room where the above ideas could be inculcated, the following method was experimented successfully in classes VIIth and Xth at Manava Bharati India International School, New Delhi :
1. The class is divided into a number of Study Groups (SG).
2. Each SG consists of 5-7 students, preferably from the same residential locality.
3. The SG is headed by two Group Leaders (GLs). They are students amongst the given SG who have secured the highest marks in math in the last exam conducted by the school.
4. Members of the SG are requested to exchange their addresses and telephone nos. to promote out-of-school interaction within the SG.
5. During the math period, each SG is asked to sit together to promote peer-group learning.
6. The instructor guides the class through a brief period of 2-5 minutes of meditation at the very start of the period. This prepares the mind of the children for imbibing the basics of the topic better.
7. The effort of the math instructor during a period should be to explain the basic fundamentals of the topic, and solve a few conceptual questions on the blackboard.
8. During some part of the period, the instructor engages the students in ‘mathematics games’ based on the topic. These would depend on the ingenuity of the instructor. For all the ‘games’ children should be awarded points on the basis of their performance. These points should then be reduced to marks as part of their class-assessment work. The instructor must ensure that the weaker children / the back-benchers also take part in this activity. Some examples could be as follows :
• Children are asked to solve questions on the board, and then assessed on the basis of time taken and solutions obtained. These questions could also be the difficulties brought forward by the students themselves.
• A ‘race’ may also be held between two students both of whom know how to solve a given problem.
• Children may be asked to frame a question for a given answer from the topic under discussion in the class.
• Children may be asked to develop crossword puzzles, quizzes etc. on the concerned topic.
• The instructor may also judiciously introduce the game of chess in the class to further enhance the child’s mental ability.
9. The instructor must inspire the SG enough so that healthy intra-SG interaction gets promoted, by moving around the class, one SG to another, to see that this takes place.
10. As far as possible, the instructor should only provide hints and clues to stimulate the child’s thought processes, and not solve questions himself.
11. The instructor should ensure that the GLs are well equipped to handle the minor problems of the SG members. However, if the GLs too are unable to handle a problem, the instructor must then guide the SG appropriately.
12. At times, inter-SG interactions may also be permitted by the instructor if the need arises.
13. Each SG is motivated by the instructor to meet at least twice in a month, by rotation, in the house of one of the members. If this works out well, then mathematics too can become a reason for children to socialise. All members visiting the hosts house should carry their Tiffin, so that after discussing math they can all enjoy a pooled lunch! The parents of the host-member should make it a point to participate in this endeavor, and thus motivate the SG to develop camaraderie and team spirit.
14. The math instructor initially checks the copy of the GLs. On the basis of these checked copies the other members of the SG first check their own copies with a pencil, and subsequently submit them for the instructors checking. This process of double checking eliminates all kinds of mistakes, and the child is able to grasp the fundamentals of the topic better.
15. Each member of the SG is asked to maintain a page in the math notebook as a ‘Progress Sheet’, through which they monitor their own progress in mathematics over a period of time. The instructor assists them in maintaining this Sheet.
16. The effort of the instructor should be to promote truthfulness amongst the children - during classwork as well as homework, by encouraging them to solve questions honestly to the best of their ability.
17. The instructor could devise a system by which those weak in math are not overburdened by classwork / homework by giving them typical questions to solve and then monitoring their performance closely. Meanwhile, the brighter students could be taxed more so as to make them even better. The overall effort here should be such that over the coming months the weaker children are able to catch up with the brighter ones in the class and the brighter ones become even better, so that the overall standard of mathematics in class goes up.
18. The GLs should change if in the next math exam any other member of the SG acquires the highest marks. In other words, at any given time the two members with the highest marks in the last math exam will be the GLs. This acts as a motivation and incentive to others in the SG to excel.
19. The instructor should also allay the ‘fears’ of ‘insecure’ mathematics toppers as well as others in the class by encouraging them to share their knowledge and information with the weaker students in the class, as part of a wider process to enhance their own mathematical ability. This effort is based on the precept that ‘knowledge increases by sharing’, and that ‘by helping others one is helping oneself’.
20. The instructor must make it a point to appreciate the GLs, SGs and individual students whenever they exhibit sparks of excellence during the period.
21. Innovative art-forms may also be adopted to make the instruction more interesting and enjoyable.
22. The instructor may encourage the use of ‘re-cycled’ math copies/files. This may be done by tearing blank pages from old unused copies & creating new registers/files out of them. This helps to inculcate the habit of conserving paper – which reduces the demand to cut more trees. Such linkages need to be communicated to children during the classroom situation to make the exercise more meaningful. Additional points/marks may also be allotted for such interventions.
23. This entire process of mathematical instruction should be a dynamic flow of ideas and viewpoints between the instructor, the students, and their parents. Thus, the instructor should always be open to new methods of instruction and rectification within the classroom.
Once children start experiencing the joy and excitement associated with solving a mathematical problem themself through a method like the one discussed above, they would begin to enjoy tackling even the most difficult of problems in the subject. This would enhance their thirst for mathematics, and very soon the fear of math would be replaced by an indomitable spirit to question the very basics of mathematical principles, and to investigate how these principles are of relevance to our daily life. This process would then open the doors of a spiritual journey towards fulfillment and bliss that the child experiences right within the four walls of the classroom.
The instructor must also attempt to impart “value-education” to the students through the various mathematical topics under discussion. For example, in the chapter on Income Tax and Sales Tax, the child should be taught not only how to calculate these taxes, but :
• payment of Income Tax is the duty of the individual. The children may then persuade their parents, and relatives to file their taxes with honesty if they are not doing so. Besides, when these children grow up they are themselves likely to become honest taxpayers, thereby playing the role of responsible citizens of the nation.
• payment of Sales Tax is also the duty of the individual. They would request their parents, relatives and friends to always ask for a receipt / bill while shopping, and in the process pay the due Sales Tax.
• the citizens of a country must elect only those representatives to Parliament who work towards framing appropriate tax laws so that the money collected through various taxes is properly utilised for public use. If this does not happen, they must express their views through forums like the media so that enough pressure is exerted on those in power to fall in line.
In this way the child not only begins to enjoy mathematics but is also trained to become an active agent of positive social change. It would be better to understand here that the ‘satyagrah’ of the children on their parents, relatives and friends is perhaps the most powerful tool for social reform in a country like India. What laws cannot achieve might become possible through the positive pressure of school children.
Suitable use of technology must also be integrated into the above approach. Each SG may be asked to make power point presentations about their group dynamics, make their own blogs, evolve e-groups etc. This way ‘responsible use of technology’ comes out as a useful by-product.
Tips for parents to make math fun for kids
Every Child Mathematically Proficient: An Action Plan
There is nothing to fear but fear itself. Regardless of your own experience with school mathematics, you can encourage your child to develop a love of math through supporting their performance, helping with school projects, and discussing their homework. Help them appreciate how a strong foundation in math can lead to great opportunities in the future.
Stay informed. Keep yourself apprised of the specific academic standards that children are required to meet at each grade level. Let school administrators know that you support professional development for teachers so that all students can be taught by instructors who are well prepared in content and technique of mathematics training and current technology.
Make sure your kids are taking advanced courses. Encourage your child to master Algebra and Geometry by the end of ninth grade. The mathematics students study in the middle grades has a strong effect on whether they will be able to take the higher levels of mathematics necessary for admission to college and for an increasing number of jobs.
Be a champion for challenge. A challenging math curriculum can stimulate children to learn and can positively influence growth in other areas of their education. Advocate for mathematics reform efforts that focus on raising expectations for student performance.
Make math fun. Spend time with kids on simple board games, puzzles, and activities that encourage better attitudes and stronger math skills. Even everyday activities such as playing with toys in a sandbox or in a tub at bath time can teach children math concepts like weight, density, and volume. Check your television listings for shows that can reinforce math skills in a practical and fun way.
Mix in math. The kitchen is filled with tasty opportunities to teach fractional measurements, like doubling and dividing cookie recipes.
Use real world examples to teach math. Point out ways that people use math every day to pay bills, balance their checkbooks, figure out their net earnings, make change, and tip at restaurants. Involve older children in projects that incorporate geometric and algebraic concepts like planting a garden, building a bookshelf, or figuring how long it will take to drive to your family vacation destination.
Prepare them for a profession. Let kids know what vocations require a sound base in mathematics. Careers in carpentry, landscaping, medicine, pharmacy, aeronautics, and meteorology all require strong math skills. Let them know that they too can be successful in math. Ask local employers to sponsor school-to-work programs and career fairs.
Tune into technology. Encourage your child to use computers and the Internet at home, your local library, and after-school programs for tasks like developing charts, graphs, maps, and spreadsheets.
Encourage children to solve problems. Provide assistance, but let them figure it out themselves. Problem solving is a lifetime skill.
And some more ideas for parents…
Help Your Children Develop & Strengthen Their Math Skills at Home
There are lots of everyday situations we can use to build our children's math skills-without them even knowing it. In fact, children learn best through everyday, playful activities that increase their conceptual understanding. What follows, then, are suggested activities that will enrich your children's understanding of the concepts we are teaching them with the Everyday Mathematics program.
Construction Workers!
Take note of the natural abilities and interests your children have. Do they like to build? Working with blocks, young children can become "experts" on such concepts as symmetry, shape, congruence, and angles. And, you can encourage older children to build models or construct their own forts. Hand them a ruler or tape measure and then watch as they learn how to measure while adding and subtracting fractions! Be available to them to talk about the mathematical concepts they are encountering and to guide them through to successful completion of their projects.
Puzzlers and Folders!
Puzzle making develops many spatial skills. Being able to notice shapes and patterns in puzzles will allow your child to easily pick up on geometry concepts taught in school.
The beautiful Japanese art of origami (paper folding) not only strengthens and develops an awareness of shape and symmetry, it also requires children to follow directions in sequential order—a fundamental skill used every day at school and at home. Check out library books on the subject, and, together with your child, create some of the designs.
Sorters and Organizers!
Could your child's room use some sorting and organizing? Have him help organize items into bins or baskets by identifying like properties and deciding on the best use of space. Again, talk about the implicit math concepts while you work together. "Should all of the little cars go together or should they be put together as a set with the tracks and road signs? How many pieces do we have altogether? How many do we have of each kind? Would they fit better in the shoe box or the plastic tub?"
Another great opportunity for sorting comes around every October. Does your child get treats on Halloween? Have her sort and classify her "loot." Perhaps she has arranged the pieces in an "array" (several equal rows). If so, you can encourage her to see if she can figure out how many pieces there are in all without counting each one. If she discovers that you can count one row and then multiply that number by the number of rows, she will have a better understanding of the usefulness of multiplication.
Could you use a little help with the laundry? Sorting and folding clothes provides good practice in matching shapes and colors, and gives practice in finding lines of symmetry to fold on. Towels and washcloths are good for beginners, and after helping fold the laundry your child will certainly recognize rectangles and squares when he sees them in school!
Shoppers!
As adults we know that a lot of math skills come into play while shopping. If you make a conscious effort to include your children in this area of your life, they will benefit immensely. For example, if you clip coupons, have your child help. By using calculators, even young children can figure out how much money you will be saving. And older children might be more motivated to help if they receive some percentage of the coupons they help redeem.
As you shop, challenge your children to estimate or count the number of items you are purchasing. Older children are able to find the approximate cost of groceries or other items by using their estimation skills. Perhaps they could even help you save money by comparing two or more items and determining the relative values based on the ratio of size to cost.
When you check out at the store, challenge your children in a friendly, game-like tone of voice to see if they are able to anticipate how much money to expect back in change. This gives them excellent practice in mental subtraction.
Garage sales can provide lots of opportunities for children to solidify money concepts. Allow children to shop within an allotted budget if they go to sales with you, or have your own sale and ask your children to help sort, display, price, and sell your treasures. Perhaps they could even run a lemonade stand on the side in order to play with such grown-up concepts as gross and net earnings!
Chefs!
Besides providing lots of pleasurable memories of time spent together creating delicious food, your children will benefit mathematically by cooking with you whenever possible. Sequencing, fractions, ratios, and measurement are just a few of the skills required in following even the most basic recipes.
Game Players!
Perhaps your child's teacher is concerned that your child doesn't know some of the basic addition and subtraction facts well enough. As we all know, unless these facts are mastered, it's difficult to proceed in any area of math. Besides working with the triangular math fact cards (Fact Triangles), children will benefit a great deal from playing lots of board games or card games that involve numbers. Think about the skills used in "Monopoly" when a player buys or sells "Park Place," buys houses or upgrades to hotels (based on a certain ratio of houses to hotels), or even pays an "Income Tax" of 10%. Playing card games such as "Twenty-One" or "Hearts" will give your child hours of "drill" without pain! Also, ask your child to teach you some of the games learned in school. All of the Everyday Mathematics games are easy to learn and usually require only a deck of cards or some dice. To get additional game ideas, ask your child's teacher.
Travelers!
"What time will we get there?" Whenever you hear those words, take advantage of the opportunity to do some math and geography. Highlight your trip in yellow on a road map. Point out the scale of miles or kilometers on the map and challenge your children to find the distance to your destination. Then, read what the speedometer says. Have your children divide the distance by the indicated number of miles per hour on the speedometer to determine how long it will take to travel to your destination. Finally, your children can add the anticipated travel time to the current time in order to find the answer to "What time will we get there?" This should keep children busy for a while (although a calculator would be a logical tool to use to speed the process along). Other road-trip opportunities include figuring out if the old car is still getting the same mileage it used to by dividing the number of miles traveled between tankfuls of gas by the number of gallons in the tank. If you're flying, you could figure out the latitude and longitude of your destination, the time-change difference, or the current money exchange rate. Always take advantage of such golden "math moments" by including your children in the discussion.
IN CONCLUSION
Most of us are comfortable with the concept of reading to our children. We need to become equally comfortable with the concept of "mathing" with them on a regular basis. Just as we need to fill our homes with well-used books, magazines, and newspapers in order to convey the message that literacy matters, we also need to have on hand and use the tools of math (calculators, tape measures, rulers, measuring cups, and so forth) in order to convey the message that math is a valuable and pleasurable part of our lives as well. In this way, home and school will be working together toward the common goal of giving our children a strong basis of mathematical knowledge and intuition that will serve them well into the future
