Math­e­mat­ics strate­gies for high school stu­dents

Panay News - - NEWS - By Ce­cile Ti­na­gan Hachuela, Teacher III, David Moises Me­mo­rial High School

THERE is a lot to learn. In this com­pli­cated and fast- paced world, learn­ing seems over­whelm­ing. But if one knows how to strate­gize to put forth their best ef­forts and max­i­mize their time, some work can be done. We all use strate­gies, whether we are aware of them or not. They make us ef­fi­cient and keep us on track. High school stu­dents who use math strate­gies are smart cook­ies. Read on to find out how they use them and why it works.

What are math strate­gies? A strat­egy is a method used to make a task eas­ier or help reach a goal. Why use strate­gies in math? Be­sides mak­ing you a smarty pants, there are a num­ber of good rea­sons. Why use strate­gies? Like we said, strate­gies are tools we use to make life eas­ier or reach a goal. We use math strate­gies be­cause it will lead to a deeper un­der­stand­ing of math con­cepts. Us­ing strate­gies also helps us to get bet­ter grades on home­work, quizzes and tests. And best of all? Us­ing strate­gies does all that and makes it work with less ef­fort. Us­ing math strate­gies can ac­tu­ally help you to work lighter and smarter.

What are ef­fec­tive math strate­gies in class? Let’s take a look at some high school stu­dents nowa­days. There are high school stu­dents who now use su­per smart math strate­gies. What they do is they still take notes. It may sound old school but this still works. When stu­dents get to math class, the first thing they do is pre­pare a note­book for tak­ing notes. Writ­ing down what the teacher says and mak­ing no­ta­tions about the process helps stu­dents make sense of learn­ing in a few ways. First, by writ­ing the in­for­ma­tion down stu­dents are mak­ing ab­stract learn­ing vis­i­ble, which makes their brain re­mem­ber it later. Also, stu­dents are pro­cess­ing in­for­ma­tion when they take notes, which will push it into a long-term mem­ory stor­age sys­tem.

Af­ter the teacher ex­plains the les­son and stu­dents are as­signed some prac­tice prob­lems, they know it’s a good strat­egy to try to work some prob­lems out by them­selves first. This gives their brain a chance to put new skills to­gether and make sense of the steps in­volved in solv­ing prob­lems.

Stu­dents go back to their notes for guid­ance, but gives prac­tice ex­er­cises sev­eral tries be­fore ask­ing for help. They usu­ally find suc­cess us­ing this strat­egy be­cause their brain is built to fig­ure things out. By step­ping through the prob­lem slowly and ref­er­enc­ing their notes, they are warm­ing their brain up to new con­cepts the same way cars are warmed up in a cool morn­ing.

Some­times, though, things just don’t make sense to stu­dents. Maybe they are day­dream­ing of their out-of-school ac­tiv­i­ties or are dis­tracted by so­cial me­dia or maybe the teacher’s lan­guage isn’t click­ing. When this hap­pens, stu­dents know that it’s im­por­tant to ask ques­tions. Stu­dents know from ex­pe­ri­ence that let­ting too much time go by with­out rais­ing their hands will mean they will get fur­ther be­hind. Stu­dents also ask ques­tions if they try to solve a prob­lem and get stuck. A teacher will al­ways be glad to ex­plain – prob­a­bly a lit­tle too much!

Stu­dents also use math strate­gies when they do their home­work. They have learned that if they only put in the work the math skills and con­cepts they learned at school to­day, they will im­prove a lot and en­hance their learn­ing. What they are do­ing to­day is the flu­ency of to­mor­row. Th­ese are just few of the sim­ple strate­gies that are ac­tu­ally very ba­sic. If only the whole high school stu­dents put this in prac­tice, they can over­come math­e­mat­i­cal chal­lenges with fly­ing col­ors. ( Paid ar­ti­cle)

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