Mathematics is a science of “not for everyone.” Is that what you think? You put your hands down and decided that “not given” (neither you nor the child)? Desperate early! There are ways to teach a child mathematics quickly and easily. At any age. We share observations and secrets.
Modern education is largely based on the development of analytical skills – this is a fact, creativity receives very little attention. But! The benefits of developing both hemispheres of the brain have probably been heard by everyone. Everything is in your hands! Look for non-standard methods and solutions, then your child will love mathematics and will not have difficulties in school.
Psychologists report disappointing statistics.
In school comes more than 50% of children with creative advances, and in six months their number is reduced to 10%.
And all why? From them it is required all to do “as the teacher has told”, the main motive – to please the teacher, mother, etc.
Mathematics requires abstract thinking, but junior pupils are poorly developed.
It is a given that is important to understand and accept. Both parents and the teacher of the subject, who took the fifth grade, and against the background of high school students, of course, feels a huge difference.
Parents “in shock,” child “under stress.” Like this, he doesn’t understand math… Like this! He wants to understand, but he can’t always do it without qualified adult help. And Mom and Dad do not always know how to explain correctly, because they were “taught in the wrong way”, and modern textbooks do not always boast accessibility and literacy of the material.
So, let’s try to understand how we can help the child in math, without waiting for problems in high school.
Does your child have a problem with math? We have a solution!
To instill interest in mathematics and teach your child to love it, do not wait until you start school. Do the math with your child much earlier. 1st grade math games, in the usual daily worries and troubles, during walks and visits. Answer questions, lose out on unusual situations and give your child “food for thought.
Problem: A child can’t count something in his mind.
Cause: He can’t imagine, he needs to see the items in the bill, do something with the items.
Solution: Try using “abacus” (bills) or other visualization. This will help the child to “feel” the numbers. Draw charts, diagrams, explain “on cats” – anything, the main thing is IMMEDIATELY! And this applies to any topics in any class.
Just add six to five – it’s nothing, but to five Apples add three Apples – everything is very clear. The kid doesn’t understand fractions? Try slicing pizza or breaking sticks. Maybe this is your way into math!
Problem: The child cannot learn the multiplication table.
Solution: Use other methods rather than “rote”. In fact, out of 100 examples only 15 need to be learned, the rest can be “trained”. You can try mental arithmetic. And calm down. You may not know the multiplication table, but you can use it successfully. After all, the logic of thinking is important. In extreme cases, you can replace it by adding/subtracting.
Useful tips can be found in our articles:
How to explain to a child the division of a column in go math grade 3.
How to explain a fraction to a child: 5th grade is not far off.
Problem: The kid doesn’t like math.
Cause: Doesn’t usually like what’s bad, where you have to put a lot of effort, where you’re not happy with the result (bad grades), doesn’t like the teacher.
Solution: Find the root cause and try to correct the situation.
Traditional methods of teaching mathematics are based on dividing material into blocks. And you try to think differently.
Here’s an example. A preschooler is given 3 sticks and asked to make a square out of them. It doesn’t work. What to do? They give you another one. It worked out with four sticks. It’s a normal situation in life. But! In 4th grade, on the subject of “Perimeter Square”, this kid won’t have to indent the rule that the perimeter is both. He VSSPOMNIT 4 sticks and SAM will find a solution in his head, UNDERSTAND to him. If you use this approach in mathematics, the child will not have problems, he will love this subject and will be happy to solve problems, equations and examples.
More often, use fun material to give your child an interest in maths.
“He has no math skills.” This statement will not stand up to any criticism if the child is successful enough in other subjects. For example, in a foreign subject, he has no problems, and there too, he needs logic. So, it’s not just about the abilities…
If a child is not self-confident, is very dependent on the opinion of others (parents, teachers), he or she may usually have more difficulties than a curious and confident student. Try to explain then that difficulties are normal, and if you do maths systematically at school and at home, everything will be fine.
The “snowball effect” comes when there are gaps in knowledge (missed, did not learn, did not understand, etc.). It is necessary to avoid such situations, to catch up in time.
Problem: The child does not know how to get better at math.
Reason: Sometimes a schoolboy does not quite understand the meaning of what is written, the essence of the question.
Solution: First, try to “translate” the task condition into a language that the child understands. You can tell it in your own words, like a fairy tale or a funny story. You can draw it as a scheme or even a comic book. Once the “emotional component” appears, the solution can come unexpectedly quickly.
How to teach a child to solve problems: recommendations to parents
The question “How to teach a child to solve math problems” haunted some parents even in their sleep. How? How to make him finally understand?
A child will have to solve problems often: in mathematics, algebra, geometry, physics, and chemistry. So it is worth once and for all to understand how to do it, because there are general laws that apply to any subject. Mom can not (and should not!) study at school VERY son or daughter, and especially should not do “homework” instead. Together – yes, but not ALL!
“Problem solving is a practical art, like swimming, or skiing or playing the piano: you can only learn this by practicing … if you want to learn how to swim, you have to go into the water, and if you want to be a person who is good at solving problems, you have to solve them. (Mathematician and educator D. Poia).
Any task consists of 4 components:
- Condition .
- Question .
- Decision .
The most important thing is to teach the child:
The answer to the task is hidden in its condition.
The answer must be written off the question.
The answer always starts with a number.
The child should clearly know the meaning of “mathematical phrases”: “more/lower by… times”, “more/lower by…” etc.
The child should know the concepts of “summation”, “reduction”, “subtraction”, etc.
Only then the conditions of the tasks will not seem so complicated and complicated, and the solution will become simple and obvious.
What should be done to solve a mathematical problem?
It is necessary to read the problem carefully and highlight these 4 parts.
The solution of any problem comes down to one: to find the third (unknown) by two data. So, what do we know? What should we find?
To make a short note, make a schematic drawing or any other way to turn the problem into a “live” visualization.
This will help the child to understand what is happening at the moment described in the task condition. Sometimes you can demonstrate how “Kolya laid out his notebooks in 3 stacks…” or how “Misha cut the apple into 4 parts…” Play a scene so that the child is “inside the task” himself.
Check that the reverse task is correct.
Take your time to report that “you’ve made the right decision” or “the wrong answer. Frame the resulting values and check. Perhaps it is not so simple, the task has more than one, two, or even three actions. Let the child think for himself, you just guide.
To teach the child to solve problems, you need to form a habit of doing it, and do it with pleasure. And you can teach it!
To solve any problem, you need to be creative. It does not work like this – try it differently.
Try to give a task that contains unnecessary information. The child will feel what is important and what can be safely “omitted”.
Try unconventional situations. Let there be two or even three solutions in your task.
And most importantly! Do not expect that you will teach your child to solve problems by doing one or two similar ones with him or her. Skill must be brought to automatism, the task must learn to “feel”.