Mathematics is Fun
‘A brilliant scholar might not become an excellent teacher but an average one would definitely outshine because he/she knows where the shoe pinches.’ I am very sure about it because I am an example. I was just about average during my school days in Mathematics.
‘A brilliant scholar might not become an excellent teacher but an average one would definitely outshine because he/she knows where the shoe pinches.’
I am very sure about it because I am an example. I was just about average during my school days in Mathematics. Starting from the year 2003, when I actually started school teaching, I found a kind of apprehension in the students and very poor attitude towards the subject, which was basically due to lack of understanding of the subject and realising its importance in day to day life.
Most Math classes start with ‘Here’s the new formula for today; here’s how you derive in values; here’s the correct answer’. The problem is, there’s no attempt to motivate the learners whereas the motive must be to trigger curiosity, involvement and ownership of the students. The students have little say in what the topics are and the exact response is expected from everyone. It’s not surprising there is little enthusiasm for such ‘one size fits all’ approach. A very effective way to engage students is to get them involved into something that involves the topic.
Teaching would be really powerful if the activity they do is related to other interesting activities of the day. This helps students work out the bigger picture and make connections between what they are taught and what they need to know.
Teaching with humour is an effective medium of learning and teaching too.
I would just like to share one or two of my classroom experiences with you all. When I was teaching LCM to class VI (a class which faces a transition from V to VI) I thought let me make them do it in a play-way method: for the LCM of 2, 3 and 5, they were divided into three groups, the first was to clap at multiples of 2, second at 3 and third at 5. Then I started the counting; when I reached number 30, the whole class clapped together and everyone was surprised. Then I explained the reason behind clapping together was actually the LCM of 2, 3 and 5 i.e. 30. Also, while teaching students to multiply decimals, what I noticed was that most of the time they forgot to account for decimal place value. To help them remember the decimal point, I thought of using the decimal dance. I had read about it somewhere but I was not sure how effective it was going to be.
On the chalk-board I worked out the product of the number. Then I simply exaggerated the motion of counting decimal places. I also made a large white arch under each digit until I accounted for the correct number for the decimal places. By this method, students remembered to account for decimal place value after multiplying decimals. It had really worked and some of my colleagues also tried using this technique in their classrooms and found it successful.
These types of classroom innovations make a particular concept clear and develop interest in students to grasp and understand the concept.
- It creates long lasting memory / co-relation of a concept.
- In teaching, language as a technique can be an effective medium by the teacher to develop word power.
- Role-play and scenario analysis based teaching is also long lasting in the minds of learners.
With certain techniques in the modern world we can use various Multimedia Tools in our classrooms.
- slide based
- icon based
- movie based
- book based
This would bring very high impact on the minds of the students about a concept. It creates clear understanding and improves innovative thinking.
In the end I want to say that if we introduce this wonderful subject Mathematics in a different and interesting way and make the students realise its importance, they would definitely love the subject and once they start loving it, learning takes place automatically.
Yaman Gauhar ia a dedicated teacher and facilitator with an extensive experience of ten years in the field of school teaching. He is always ready to take up challenges and responsibilities. An avid programmer and organizer, he also takes initiative to enhance the quality and methods of teaching in the classroom. A master trainer of ALOHA, specially designed for children’s scientific brain management techniques, he has also attended several workshops for innovative teaching ideas. He possesses excellent communication skills with command over multiple languages. He easily builds connections with students and works hard for their overall development.