₦airaland Forum

Chiamakah:
Dear Nairalanders,
Good evening readers, I am currently very disturbed and here is my story.
I am a class teacher in a primary school and I recently discovered that my pupils have a challenge in Mathematics, I am determined to change their situation so I have been employing different teaching methodology known to me, recently I discovered, through the feedbacks from their parent, that this has not been working.
When I give them class work they do it correctly in class with little assistance, but in the case of assignment they hardly can do it on their own. These are pupils who perform well in other subjects, I cant point out where the problem is whether its with me the teacher or them the pupils. Pls any one with an idea on methodology that can be used should please help. I really feel for them, I have my own children.

salabscholar01:
Mathematics is the simplest of the subjects! The logic is this: Mathematics can never be taught telegraphically! You must learn to transfer the idea as simpler as possible for the kids to be able to assimilate. Here, I will highlight some key process for you to benefit.

Though, It all depends on the mode of the explanation of the concept in question. And the level of the students matters too. Your teaching methodology and behavioral aspects count too. I have taught in schools and colleges before, across different age brackets. For instance, The procedures use to teaching a primary 6 is not applicable to teaching those kids in Nur. 1, vis-a-vis.

Here are some activities for your classroom to add a bit of sparkle and creativity. As children work, ask critical questions such as "Did you try this?" "What would have happened if?" "Do you think you could?" to enhance children's understanding of mathematical ideas and vocabulary.

Use dramatizations . Invite children pretend to be in a ball (sphere) or box (rectangular prism), feeling the faces, edges, and corners and to dramatize simple arithmetic problems such as: Three frogs jumped in the pond, then one more, how many are there in all?

Use children's bodies. Suggest that children show how many feet, mouths, and so on they have. When asked to show their "three arms," they respond loudly in protest, and then tell the adult how many they do have and show ("prove" it. Then invite children to show numbers with fingers, starting with the familiar, "How old are you?" to showing numbers you say, to showing numbers in different ways (for example, five as three on one hand and two on the other).

Use children's play. Engage children in block play that allows them to do mathematics in numerous ways, including sorting, seriating, creating symmetric designs and buildings, making patterns, and so forth. Then introduce a game of Dinosaur Shop. Suggest that children pretend to buy and sell toy dinosaurs or other small objects, learning counting, arithmetic, and money concepts.

Use children's toys. Encourage children to use "scenes" and toys to act out situations such as three cars on the road, or, later in the year, two monkeys in the trees and two on the ground.

Use children's stories. Share books with children that address mathematics but are also good stories. Later, help children see mathematics in any book. In Blueberries for Sal, by Robert McCloskey (Penguin, 1993), children can copy "kuplink, kuplank, kuplunk!" and later tell you the number as you slowly drop up to four counters into a coffee can.
Use children's natural creativity. Children's ideas about mathematics should be discussed with all children. Here's a "mathematical conversation" between two boys, each 6 years of age: "Think of the biggest number you can. Now add five. Then, imagine if you had that many cupcakes." " Wow, that's five more than the biggest number you could come up with!"

Use children's problem-solving abilities. Ask children to describe how they would figure out problems such as getting just enough scissors for their table or how many snacks they would need if a guest were joining the group. Encourage them to use their own fingers or manipulatives or whatever else might be handy for problem solving.

Use a variety of strategies. Bring mathematics everywhere you go in your classroom, from counting children at morning meeting to setting the table, to asking children to clean up a given number or shape of items. Also, use a research-based curriculum to incorporate a sequenced series of learning activities into your program.

Use technology. Try digital cameras to record children's mathematical work, in their play and in planned activities, and then use the photographs to aid discussions and reflections with children, curriculum planning, and communication with parents. Use computers wisely to mathematize situations and provide individualized instruction.

Use assessments to measure children's mathematics learning. Use observations, discussions with children, and small-group activities to learn about children's mathematical thinking and to make informed decisions about what each child might be able to learn from future experiences. Also try computer assessments. Use programs that assess children automatically

joey150:
Use patterns and more visible items to teach them. Incorporate maths in their every subject..its possible.

Employ teaching aids to make them understand better. Pair the brighter ones with the struggling ones in class.

And finally make learning fun. Insist on repetition at this stage. No matter how easy a sum or solution is, make them repeat it over and over till they learn it completely.

Hope it helps

Muafrika2:
It's a problem that started earlier on. You'll have to go back to the basics. Go as far behind as possible and give them comprehensive tests from the lowest class and make revisions together and punish failing. By the time you reach their level, they will be experts.

That's what worked for our secondary class many years ago. I still thank God for that teacher.

ammyluv2002:
You're a blessing to your employer. Keep it up that's all i have to say.

Correspondence:
Use the co-operative learning strategy.
Effective teachers are increasingly using a student-centered approach. Cooperative learning sparks engagement in classrooms by encouraging interaction among the students themselves. The teacher, rather than calling on one student at a time, allows children to discuss class materials with buddies or in groups, thus maximizing the level of participation. The students work just as hard as the teachers. No longer a one-man show, the teacher’s role becomes that of a facilitator instead. This, in turn, leads to higher achievement, while promoting both team and class building

Other strategies you may use are
Goal setting strategy
Assessment strategy.

salabscholar01:
Mathematics is the simplest of the subjects! The logic is this: Mathematics can never be taught telegraphically! You must learn to transfer the idea as simpler as possible for the kids to be able to assimilate. Here, I will highlight some key process for you to benefit.

Though, It all depends on the mode of the explanation of the concept in question. And the level of the students matters too. Your teaching methodology and behavioral aspects count too. I have taught in schools and colleges before, across different age brackets. For instance, The procedures use to teaching a primary 6 is not applicable to teaching those kids in Nur. 1, vis-a-vis.

Here are some activities for your classroom to add a bit of sparkle and creativity. As children work, ask critical questions such as "Did you try this?" "What would have happened if?" "Do you think you could?" to enhance children's understanding of mathematical ideas and vocabulary.

Use dramatizations . Invite children pretend to be in a ball (sphere) or box (rectangular prism), feeling the faces, edges, and corners and to dramatize simple arithmetic problems such as: Three frogs jumped in the pond, then one more, how many are there in all?

Use children's bodies. Suggest that children show how many feet, mouths, and so on they have. When asked to show their "three arms," they respond loudly in protest, and then tell the adult how many they do have and show ("prove" it. Then invite children to show numbers with fingers, starting with the familiar, "How old are you?" to showing numbers you say, to showing numbers in different ways (for example, five as three on one hand and two on the other).

Use children's play. Engage children in block play that allows them to do mathematics in numerous ways, including sorting, seriating, creating symmetric designs and buildings, making patterns, and so forth. Then introduce a game of Dinosaur Shop. Suggest that children pretend to buy and sell toy dinosaurs or other small objects, learning counting, arithmetic, and money concepts.

Use children's toys. Encourage children to use "scenes" and toys to act out situations such as three cars on the road, or, later in the year, two monkeys in the trees and two on the ground.

Use children's stories. Share books with children that address mathematics but are also good stories. Later, help children see mathematics in any book. In Blueberries for Sal, by Robert McCloskey (Penguin, 1993), children can copy "kuplink, kuplank, kuplunk!" and later tell you the number as you slowly drop up to four counters into a coffee can.
Use children's natural creativity. Children's ideas about mathematics should be discussed with all children. Here's a "mathematical conversation" between two boys, each 6 years of age: "Think of the biggest number you can. Now add five. Then, imagine if you had that many cupcakes." " Wow, that's five more than the biggest number you could come up with!"

Use children's problem-solving abilities. Ask children to describe how they would figure out problems such as getting just enough scissors for their table or how many snacks they would need if a guest were joining the group. Encourage them to use their own fingers or manipulatives or whatever else might be handy for problem solving.

Use a variety of strategies. Bring mathematics everywhere you go in your classroom, from counting children at morning meeting to setting the table, to asking children to clean up a given number or shape of items. Also, use a research-based curriculum to incorporate a sequenced series of learning activities into your program.

Use technology. Try digital cameras to record children's mathematical work, in their play and in planned activities, and then use the photographs to aid discussions and reflections with children, curriculum planning, and communication with parents. Use computers wisely to mathematize situations and provide individualized instruction.

Use assessments to measure children's mathematics learning. Use observations, discussions with children, and small-group activities to learn about children's mathematical thinking and to make informed decisions about what each child might be able to learn from future experiences. Also try computer assessments. Use programs that assess children automatically

shakyriri:
What class In primary do u teach? Have u checked the background taught? Is it peculiar to one or all? Do they ask questions when u teach? Are they understanding or cramming? So many questions my dear.maths is easy esp wen d background is sound.