Challenges in Mathematics

THE TERM “challenge” is often associated with difficulty especially in the teaching and learning of math. However, there is a way for teachers to change this perception of “challenge” and use it to make the teaching of math more effective.

In the University of the Philippines – Open University, a teaching strategy known as “gamification” ( 2017) is currently being used. This is when subject matter is designed in such a way that the element of fun and challenge is introduced. Simply put, subject matter is taught using game- like strategies that allow students to play while learning.

This particular strategy stresses the role of a challenge in learning. Students who are faced with a challenge in learning will automatically perceive the learning session as a game and readily immerse themselves in the process. The same strategy may be used in mathematics education where each subject matter is often considered challenging.

Teachers, however, need to set a line that separates “challenging” from a “challenge”. To do this, math teachers need to construct teaching strategies that would focus on output and results and train the students to focus on such results. This way, the subject matter becomes a challenge to overcome or a game to play to reach the end result. The subject matter thus becomes a journey and the students enjoy the journey and derive satisfaction and a sense of achievement from reaching the result or conquering the challenge.

This i s at t he core of t he gamification strategy used by UPOU. Instead of making students focus on

the problem, they see the problem as a game to be played leading to a reward.

The question in this particular strategy is what happens to those who are not able to conquer the challenge?

Obviously, they lose the game, but unlike failing miserably i n solving a straight math problem, gamification and challenge- giving softens the blow by allowing the student to perceive the loss as merely a game- l oss and not a lack of technical or complex math knowledge to address the subject matter and because the subject matter itself is the challenge, then the student is not prevented from trying again, possibly with some competition, or even on his/her own to engage the challenge again and get better results.

In gamification and challengegiving, the teaching of math becomes fun and hence, the students, instead of fearing math, become more enthusiastic in facing the challenges that like along the progress of the subject matter. (

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