TEARING MATH PROBLEMS APART

ISABELITA E. HERNANDEZ

Once upon a time, algorithms to solve math problems were introduced, wherein students are taught to do things first and do something the next. Therefore, they had no understanding of what they were doing.

Everybody can learn mathematics, but it’s not a question of a student’s capacity to learn – but of how he can deliver it.

In this day and age, teachers have to tear problems apart, so students can understand and have a sense of why the problem works the way it does.

There has been a lot of research on curriculums and programs that help everybody learn. But teachers must find new and exciting ways than just putting the numbers on the blackboard. They should open up and make connections for students in the real world. Along with math, kids should be allowed to explore music and art, rhythm and pattern, where concepts of symmetry drive creativity.

Early math matters, according to studies. We should not take for granted that children will inevitably learn how to add, subtract, multiply and divide. Early math lessons establish the base for the rest of their thinking lives.

Mathematics that kids do in kindergarten, first, second and third grades lays the foundation for the work they are going to do beyond that. They are learning not just counting and numbers, reason why it’s important to help children love math while they are still young.

How can teachers and parents do this? They can build on those first preschool lessons by counting with children, asking them to look for patterns and recognize shapes, then moving on to numbers.

What is the goal? To make math “real” and meaningful by pointing it out in the world around you, which include checking and comparing prices at the grocery store, reading recipes, measuring food or drink at the dinner table.

Math is not just a subject. It is where kids learn how to reason and problem solve and how to effectively communicate.

— oOo—

The author is Teacher III at Porac Model Community High School