One of the dreaded subjects of many pupils today is Mathematics. Teachers, nevertheless, have a way to help young learners appreciate the subject and eventually learners. It is crucial to know what an intermediate student’s capability of mathematics is. Normally, a pupil at this level would:
- Comprehend the logic of basic mathematical language.
- Read, write, and compare whole numbers to the millions and decimals to the thousands.
2. Make equivalent fractions.
3. Understand the prime numbers are only divisible by one and itself.
4. Understands that there are numbers which have multiple divisors.
5. Apply the order of operations.
6. Describe features of a set of data such as range, mean, mode, and median.
7. Convert fractions.
8. Represent unknown quantity with a symbol.
Those are just some of the mathematical capability this level has. When a teacher had such guide, it is easier to prepare lesson plans and activities relevant and helpful to the pupils. One vital factor is including Howard Gardner’s Multiple Intelligence concept in your planning and execution of the plans.
Each pupil has a unique way of learning and if a teacher is able to be creative in making math lessons a pupil will enjoy, learning mathematics would become a fun experience than a dreaded school subject. Integrating the various intelligences to mathematics such as music and arts can spell a difference.
Another way is on how you will communicate to the pupils mathematical concepts. Giving lots of examples, explaining using very simple words they can understand using visual aids attractive to them, using toys or manipulatives, role playing, and other creative media are all helpful. The points is to let the pupils experience mathematics in a manner otherwise familiar to them. Instead of becoming scared when its time for mathematics, they are now excited and they look forward to the hour of mathematics.
References:
Gardner, Howard (2000), “Interpersonal Communication Amongst Multiple Subjects: A study in Redundancy”, Experimental Psychology
Hiebert, James; Grouws, Douglas (2007), “9”, The Effects of Classroom Mathematics Teaching on Students’ Learning 1, Reston VA: National Council of Teachers of Mathematics, pp. 371-404
Ma, x. (2000). “A longitudinal assessment of antecedent course work in mathematics and subsequent mathematical attainment. Journal of Educational Research 94 (1): 16-29.
Slavin, Robert (2009) Educational Psychology, p. 1171SBN 0-205-59200-7
By: Marlon C. Flojo | Teacher III | Morong Central Elementary School | Morong, Bataaan
