MAK­ING STU­DENTS BET­TER AT MATH

Sun.Star Pampanga - - PERSPECTIVE! -

RAQUEL S. GAM­BOA

A lot of teach­ers want to do in­ter­dis­ci­pli­nary projects and project-based learn­ing, while in the sub­ject math, it is still im­per­a­tive to stand in front of the class.

But for stu­dents to solve prob­lems on their own, we have to teach them not just the “what” but the “how.” This is par­tic­u­larly true to the gen­er­a­tion to­day – the mil­len­ni­als.

What is the “what”? It is equal to con­tent. The “how” mean­while, means learn­ing be­yond skills and pro­ce­dures and should be about how to help stu­dents think more crit­i­cally about the prob­lems in front of them.

This means that the ap­proaches and uses of the tools stu­dents learn in math mat­ter just as much as the top­ics and sit­u­a­tions in which they ap­ply.

Stu­dents nowa­days need to have an ex­panded skill set, which is im­por­tant in or­der to for­tify stu­dents’ knowl­edge of math. This is im­por­tant when learn­ing frac­tions, ex­po­nents or the dis­tribu­tive prop­erty. Sim­ply put, they have to learn how to ap­proach math­e­mat­i­cal prob­lems.

You see, sim­ply find­ing the an­swer is only one part of math. We should teach stu­dents how to ap­proach a prob­lem, and how to dis­agree with an­other’s ar­gu­ment care­fully and fac­tu­ally, or how to move on to the next prob­lem.

Let us not take things for granted and teach stu­dents how to ask bet­ter ques­tions or pick­ing apart word prob­lems. This would make stu­dents bet­ter at math. — oOo—

The au­thor is Master Teacher I at San Pe­dro Na­tional High School, San Si­mon, Pam­panga

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