Math is EDUCATIONAL!!

For example, using your creative skills you can incorporate counting, addition, subtraction, multiplication, division, time and money using a variety of math games.

By teaching them while they play, you are able to develop the kids’ abilities and knowledge. Math will then become easier for them because they are willing to focus.

Here are some tips to consider on how to get the concentration of your kids in learning math.

Counting by Hide and Seek

Let your child practice counting by letting them play hide and seek. Let the younger children or the beginners count from 1-20, the older ones to count by twos, threes, fives or tens. This will improve their counting ability by playing “Hide and Seek”. Kids can play this game anywhere. The rules are simple and your kids will bound to have hours of fun.

Find Their Passion

Being a parent you know what are the strengths and weaknesses of your child hence you know what they are passion about. While teaching, it is important that you know how to incorporate math this passion. When kids like what they are doing, they will concentrate more and accomplish things faster. For example, if your child loves basketball, pull out the newspaper and have him analyze the basketball scores to see how much the other teams won by

All kids like to pretend to have a store or bank. Take advantage of this, pretend to be a customer and have a list of items or a bank deposit or withdrawal. This would be the perfect opportunity to help them; if don’t understand how to add up the list of items because help them out because you have their full attention. Multiple studies have shown that entering their pretend world you can you can influence what happens in this interactive game; the possibilities are endless.

Practice Using Dice Games

Playing simple dice games can allow your kids to practice their arithmetic skills. Yahtzee is a dice game where you need to identify patterns to score points and have them keep score. Hopscotch can also develop their addition and agility. While playing hopscotch have them add the numbers of their new and old places and then when they reach the new square have them give their answer. If they are correct they get to stay where they are, if the answer is wrong have them go back to the old square. Using this technique you can twist this game even more by changing the numbers and work on multiplication. Have them start with a multiple of 1 and play ten rounds ending at the multiplier 10. If they have master the sets up to 10, start from 10 and go to 20.

Everyday Mathematics

Look for how math is part of your daily activities; use this awareness and opportunities to quiz them. When you converse with them, incorporate math terms by using word problems to explain tasks that need to be completed. This will emphasize to your kids that math really is part of life and that math is important to succeed. Participating in life skills that involve math they will come to realize that it not as hard as they think.

Do Math in Pairs

In order for your child not to feel that he is alone, you can let the kids have his or her buddy in solving math problems or practice math together. It motivates them to learn by not letting them feel that they are not alone. Interacting with other people will keep them interested because they can be challenged with new questions that could be asked.

Math can be hard. When kids find math difficult they can withdrawal and isolate themselves so they aren’t embarrassed. Helping them with math directly helps them with the self-worth. It is critical that in our daily activities, we incorporate math in different ways; this can be a lot of fun for kids. Guidance in learning math is critical when they are young.

A recent study showed that you child is imprinted with everything they see, hear and feel til the age of 8. With those experiences they make judgments on how they perceive ideas in the past. If they have a bad experience with math, they will continue to be traumatized and may take a lot of effort to change their perception. Understand that you children are intellectual sponges and be conscious of what they are exposed to; these experiences will change their lives.

What Makes Math Learning Fun

 Frank Ho

 

Canada certified math teacher at Ho Math and Chess

 

www.mathandchess.com

 

 

Parents use math marks as a guideline to see if their children’s math have improved, there is nothing wrong with it. My personal experience is that I will feel much relaxed if my tutored student has improved to a stage that math tutoring is fun for both of us. The atmosphere is very relaxed and I can see that the student is enjoying the fun of math learning. The student’s attitude and facial expression are all very relaxed and student’s reaction is very exciting and happy.

 

So what makes math learning fun? It definitely is not just school math marks. If a math learning centre is only concentrating on improving a student’s math marks then this alone will not make students feel math learning is fun, it only makes them feel good because their parents may be very happy, still many will not feel fun in math learning. Students think math learning fun is because they really enjoy the thrill of working out or discovering solutions on their own. They enjoy the feelings of discovery and this feeling makes them feel math learning is not boring. The feeling of fun math learning comes from the feeling of students themselves, not from just getting A in math marks.

 

How can I tell if students are enjoying math? How can I tell if my children are enjoying the food cooked by me? It is because the expression and body language my children have expressed made me know that children are enjoying The same feeling applies to children when they working on math, if children are truly enjoying math then their body languages and feelings are very different from those who do not truly enjoy working on math.

 

How to make math enjoyable for children? Why math normally does not make children feel enjoyable? Mainly because many math worksheets have not been created in an innovative way. Ho Math and Chess has been created worksheets and observed how children have responded to those worksheets. Their facial expressions and body language signal us if they enjoy those worksheets or not. By comparison, we find out what kinds of worksheets they like or dislike. Ho Math and Chess has been spent efforts on improving math worksheets. Only by making products, which are innovative and different from others, can Ho math and Chess stands out above crowd. A good set of math worksheets can help students develop good work habits and also develop good thinking skills. How can a student have good math techniques without a set of good math worksheets given to them?

 

A good set of math worksheets encourages thinking process and let children enjoy the results of being able to think. A good set of math worksheets not only teaches but also help children constantly review those concepts, which have learned and even learn something ahead. A good set of math worksheets can prepare students for test, catch up or get ahead in one area or many subjects areas.

 

It is not enough to just read a glossy brochure to understand a learning center, parents shall look for substance, a caring learning center will develop math worksheets which not only sharpens children’s computation skills but also improving their thinking ability.

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The North Kansas City School District either did not feel it was important to teach us the system in which we elect our President or … this is the one I am leaning towards… they simply could not figure it out. Whichever the case may be, I must admit to you that every four years I think I have the voting system all figured out and then … CURVE BALL… what, another crazy twist that takes us even further from the idealistic unrealistic
“EVERY VOTE COUNTS”!

This years curve – Superdelegates!

Superdelegates as in:

Hillary Clinton

Bill Clinton

Barack Obama

and Missouri’s very own Mark Bryant.

Just a few people running for president, their spouse, friends and … Mark Who?

So, in honor of my new SUPER knowledge

here is some SUPERDELEGATE Math:

First PROBLEM:

In Missouri

405,284 people went to the polls and voted for Obama giving him 36 delegates

minus the

395,287 people who went to the polls and voted for Hillary giving her 36 delegates

=

9,997 people who could have stayed warm in bed; their vote did not count toward a delegate.

Second PROBLEM:

795 SUPERDELEGATES

divided by

795 votes cast by Superdelgetes

=

1 vote per each SUPERDELEGATE!!!

Third PROBLEM:

800,571 Missourians who voted a Democratic ticket on February 5th, 2008

minus the

9,997 Missourians whose vote did not count toward a delegate

divided by the

72 allotted Democratic delegates for Missouri

=

.0000936 vote per Missouri Democratic Voter.

A Word PROBLEM:

Q.

If 857,208 Floridians go to the polls and vote for Hillary, 569,041 vote for Obama, 248,604 vote for Edwards and 9,537 vote for Kucinich how many Floridians voted a Democratic ticket?

A.

1,684,390 Florida Democratic Citizens voted on January 29, 2008.

Extra Credit:

1,684,390 Democratic Florida Voters

divided by

0 Delegates *

=

0 vote per Florida Democratic Voter.

Let me repeat that for the students sitting in the back of the class:

One Million, Six hundred and Eighty Four Thousand, Three hundred and Ninety United States Citizens living in Florida voted on January 29, 2008 and their vote earned exactly ZERO DELEGATES!

Their vote literally doesn’t count!

*The Democratic National Committee gave Florida the toughest penalty possible for holding their primary on January 29, 2008. Any primary before February 5th is a violation of the DNC’s rules.

Recap of todays lesson:

Each Democratic Superdelegate vote counts as 1 vote.

Each Democratic Missourian vote counted as .0000936 of a vote.

Each Democratic Floridian vote counted as ZERO, Zip, Nada.

Summary:

ALL VOTERS ARE NOT CREATED EQUAL!!!!!!

 

Frank Ho

 

Canada certified math teacher

 

Ho Math and Chess Learning Centre

 

www.mathandchess.com

 

June, 2010

 

There are lots of myths around the issue of “Chinese are good at math” and it somewhat implies that the statement is genetic based. I decide to share my observations and experiences in tutoring math for over 15 years at Ho Math and Chess Learning Centre, Vancouver, Canada on why some (Canadian) Chinese students are good at math.

 

In this article, when I say some Chinese students are better at math, I mean to say that some Chinese students’ math marks are better than their peers while going to the same schools.

 

Some Chinese students (or some Asians with Chinese origin background students from Japan, Korea, Hong Kong, or Taiwan) seem to score better in their math tests than their peers (whether they are Asian or non-Asian students) when going to the same class, why?

 

The real issue is not really Chinese students are better at math, it is really the issue of finding out what factors have contributed to the difference between math A and non-A students regardless if they are Chinese or not.

 

It is not Chinese are good at math, it is some Chinese student are better at getting higher math marks than other Chinese or non-Chinese students. For this reason, “Chinese” mentioned in this article implies “Elementary and secondary Chinese background students in Vancouver, Canada”. The underlined reason is not Chinese language is inherently helpful to Chinese to learn math, although it may help a bit but not significantly that is because some Chinese students are also very bad at math. Some Chinese students are clearly doing better than other Chinese students. Would it be possible that this group of math A Chinese students’ descents continues the similar trend then it might have some genetic influence down the road? This hypothesis is beyond the scope of this article. So my observations are more to do with to find out why some Chinese origin students in Vancouver, Canada could get A and some could not? I also compared Chinese math A students to other Chinese non-A students to attempt to find out why?

 

My observations are as follows:

 

There are 3 major contributing factors which contribute the result of (Chinese) students getting an A in math. The first is to have a good school. I had a girl who transferred from a private school to another private school and then she felt that the new school math standard is higher than previous private school simply because the students in the new private school have higher ability, as a result, she got more stimulus from that environment and has to work lot of harder because they are more smarter kids in the new class. Chinese families move just because their children want to enroll in a so called high ranking school is very common. Many Chinese parents want to send their kids to private schools if they were told or they perceive the private schools seem to have higher standard academically. They encourage their kids to go to enriched math classes, send their kids to after-school learning centre to get better. Parents who are doing something extra for their kids on education tend to send a strong message to their kids that education is very important for them, so important that they will move to the location of a good school.

 

The second important contributing factor, I feel, is Chinese parents’ attitude toward education. 

 

Chinese parents’ expectations on their children’s academic performance is high, often they told me that what their kids are learning in North American schools is lower than or not as hard as what they learned when they were kids in China, Hong Kong or Taiwan. They are not happy with day’s school math curriculum standard and think it is low when compared to China or Taiwan or Hon Kong etc.
They have no objection on kids been given homework even at lower grades such as kindergarten or grade 1 and they think it is good for kids and this was how they were brought up and they are used to it.
They want their kids to be more educated than they were and go to Ivy League universities. They tell their kids to try harder and study harder so their kids can go to US Ivy League universities.
They do not just send kids to academic after-school learning centres only, their kids are being sent to piano lessons, speech lessons, ballet lessons, and all kinds of sports lessons and they also encourage their kids to do volunteer work when they are older. Some Chinese parents send their kids to 2 after-school math learning centres in addition to having a private math tutor at home.
Chinese parents have the idea that if their kids are getting A’s, then the next step is they want their kids to be top in class. If they are top in the class, they want their kids to be 2 or 3 grades ahead of their current math curriculum.     
Chinese parents agree that summer time is a relax time but they have no objection that their kids also do some math in the summer and then get ahead.
They send kids to after-school learning centres is not only for the reason that their kids are not doing well, they want them to be even better and build solid foundation. They do not just send their children for a few months and then quit, they send kids to learning centres year after year until grade 12.
I saw many cases where Chinese married non-Chinese and it was always the Chinese spouse who came to the learning centre and the non-Chinese spouse hardly showed up and never really asked any questions or took interest in how their kid was doing. Some Chinese spouses told me that their non-Chinese spouses feel “strange’ why a child still have to go to a math learning centre when there is already a math class at day school. Why they agree to send child to soccer camp then? There is already a PE class at school.
Chinese parents are willing to help their children at home when their children do not understand.Chinese parents sit in my classes and help kids when they know their kids are behind. In some cases, they sit beside their children to get ahead.
Some Chinese students complained that their parents are pushing them to study more than their peers and I remind them that their parents’ actions could be reversed if they simply study harder and more diligently, but they disagree.
Some parents train their children in more strict disciplinarian and regimental and will have their children come to my learning centre even after the math exam is over while others do not come as soon as the exam is over.

 

The third important factor contributing to the success of getting higher math marks is the ability of self-learning of children themselves.

 

The A students can concentrate and understand 100% of what I taught them in class. Some non-A Chinese students chit-chat in my classes and would stop only when I repeatedly told them not to talk, they seem to need baby-sitters to sit beside them. In fact, some of parents were asked to sit beside their kids and the situation improved but what happens when parents could not sit beside them? We are talking about kids who are already 10 – 12 years old Chinese students.
Not willing to do homework and have no feeling if they made too many mistakes, they do not care about their quality of products.
Do not care if they get A or B, no pride. They told me that they are at learning centre is because their parents wanted them to.
No interest in doing any challenging work. They said something like: “My school is not doing this”, “It is too hard for me”, “I am tired, I need candy”, “Can I do something else?”
Leave loose homework sheets on the table when leaving because they are not interested in doing them or leave notes I wrote on the table since they have no interest to review them later, their backpacks have many loose sheets and they have no interest in organizing them in an orderly fashion.

 

So from my comparison and observations based on my own teaching experience, the causers of some Chinese students are doing better in math is not really the matter of Chinese or not Chinese students. It is also a widely believed Chinese culture effect. The real cause is that some Chinese parents have made sacrifices by paying more to educate their children and by putting in more of their own time and more energy in caring their children to attempt to raise the bar themselves. It is the continued attention from parents and much more efforts and care of some Chinese’s parents and students’ own relentless hard work have contributed to the success of some Chinese who are doing better than their peers. Perhaps the percentage of Chinese (Asian) families who are putting more efforts (as described above) in learning math is higher than some non-Chinese (non-Asian) families which have contributed to the feeling that Chinese are better at math.

 

The more interesting question is then to attempt to find out why this group of Chinese parents is so willing to sacrifice themselves to educate their children? Many have attributed the reason to Chinese culture, but what kind of Chinese culture made this group of parents act so differently? This begs for more answers. Is this group of Chinese immigrants in North America so special that they are very different from other Chinese people in China, Taiwan, or Hong Kong? Is it related to Confucius? Is it related to the national government officials’ rigorous exam system which has been in existing in China for over thousands of years? Is it related to that Chinese people always paying more respect to intellectuals?  If the trend continues then how it will possibly become a “genetic” factor in the future is beyond the scope of this article.

 

At my learning centre, Ho Math and Chess, the amount of work children will do, in some cases, is several times of the amount their day school will give to them, so with average intelligence why they will not improve math? Besides, children at Ho Math and Chess do not just work on math, they also study chess and solve puzzles, and they get the chance to enhancing their math IQ while improving their school math marks.

 

Getting high math marks and preparing for tests or exams are not the essence for learning math. I do not advocate that parents shall educate their children on math like those Chinese parents do, nor do I necessarily agree with Chinese parents’ views and opinions on how to train children on math. I do feel parents shall provide guidance to children and direct them to learn not just computations but also learn some puzzles and chess to exercise children’s brains and develop critical thinking skills at the earliest possible age.

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Make Math Homework a Habit:  If you are looking to get a good idea on the amount of homework your teenager has in their math class, have them bring their book home, every night.  Make it a rule in your home, whether they have homework or not, the math book comes home.  You will be able to judge for yourself how much there is and how well they are doing it on a daily basis.

Is the Math Homework Done?  Teenagers hate this, but as the parent you have to stick to your guns.  Check their homework every night.  If they said they did it in class, have your teen show it to you.  Do not let them teen argue with you about it or try to distract you.  There will be a lot of work and commitment by you, but having your teen succeed in math will be worth it.

Quiz Your Teenager About Their Math Homework:  As a parent, you need to keep their minds focused on math.  Occasionally, throw a pop quiz at them just to keep them on their toes.  Most math books have the answers in the back of the book.  Have your teen do a problem or two by working them out in front of you.  You do not have to know how they did it, just that they got the same answer as the back of the book.

Keep a Routine With Math Homework:  Once you establish the routine of math work being done at home, you can start to relax.  As with many things, setting up the routine early with your child helps them establish good study habits.  So know that your time committed to your child every evening will pay dividends later.  Fights will be avoided and a good math homework routine will have made your teen a success. 

Show Them Their Math Assignments In Black and White:  Sometimes teens are just too busy or their brains are just too involved to stay organized.  Consider setting up a notebook at home with your teen’s homework assignments.  Log when they are due and the grade they got on their assignment.  This way you can help your teen stay organized and you both get a visual tool to chart their success.

Talk With Their Math Teacher:  I have yet come across a teacher who says “do not communicate with me.”  Every teacher is invested in your teenager’s success.  This is a team effort and all parties need to be communicating with each other.  Most teachers have an email address and welcome correspondence from their students’ parents.  If you have a concern, send them a note.

Take The Time With Your Math Student:  Behind successful students is a parent who took the time to spend with them.  Every evening, sit down with your student and help them succeed.  You will be rewarded with a teenager who has better grades and more self-confidence.

Students who say they suffer from “math anxiety” usually have the following symptoms:   Upon entering their math classroom, even on the first day, they panic and feel immediately unsuccessful.  Feelings of nervousness, frustration, annoyance, even anger are felt.  Even when offered help or opportunities to get assistance, the student remains passive and afraid.  On tests these students feel like they are alone in their suffering; that they are the only ones who are struggling; that they will mess up even the simplest problems.  These students have lost their confidence, and have often felt this way for many years.  What is perpetuating this problem, and what can parents and teachers do about this?

The problem of math anxiety is universal.  Yes, many students come to class with skill gaps in the curriculum and poor training in study and test-taking skills.  But it is mostly a mental block and self-fulfilling prophecy perpetuated by those who care for the struggling student the most:  parents, relatives, and teachers who show a negative attitude about their past challenges in math class.  The clue to the power of the self-imposed block is when the student travels to his next class and immediately feels better and more confident, and is glad the torturous hour of math is over.  For most kids with math anxiety, this is the reality.  Why the sudden relief, the sense of going back to normal, and the instant sense that things are better?

Math anxiety is simply an emotional condition, extended through many days, weeks, and years and blown up in the student’s mind as being something unrecoverable, innate, and permanent.  One of the first steps in dealing with this strong emotion is to examine the myths about math in general that create mistaken ideas about how math concepts and ideas fit in to our world.

Math Myth #1: Only the lucky few are born with math ability

We all accept the fact that some people are born with the right type of body, skills, and athletic ability to become professional athletes, right?  Does this mean that those of us who are not “naturally gifted” athletically shouldn’t try to play tennis, join a softball team, throw the football?  Of course not.  The difference is one of degree.  Sports still can play an active part of our lives, in fact should be important to all of us for reasons of health and social and emotional well being.

If a student feels they are not talented in calculations, “getting numbers”, or thinking mathematically, do they just give up?  No — and it obviously leads to a discussion of learning to persevere the obstacles and challenges in our career as students, not quit when the going gets tough.

Math Myth #2:  There is only one answer, and this is the goal of mathematics

Sure, at the simplest levels of calculation there has to be a unique answer: 2 X 4 has to be only 8.  As we move on to upper, more important levels of mathematics, these memorized calculations are only tools to get at the true goals in the realm of math: learning how to measure and analyze our world, and solve problems using mathematical tools.  Again, I would argue that when solving systems of equations (simultaneous), there must be only one solution.  But this is just learning the tool; the process of solving such a problem is a procedure that becomes a higher level strategy to solve even more complicated situations.  An experienced math teacher or professor should delight in students who can show creative ways of solving problems different from the way it is shown in the textbook.  The key is to use math skills and algorithms to practice your thinking abilities, and improve them!

Math Myth #3:  Girls are not good at math, and shouldn’t pursue math-related careers

Although this idea has faded a bit in recent generations, the idea that girls can’t think mathematically is still out there at the family dinner table, school classrooms, and hallways.  Of course, the female brain is wired differently than the male one, but mathematical ability remains one that has to be practiced and nurtured over time, regardless of gender. 

At the typical family gathering, do people laughingly admit that they are illiterate, and have always struggled with reading?  Probably not, yet there seems to be some camaraderie when someone mentions their challenges in math class.  It tends to be accepted as normal, and anyone, especially a girl who thrives mathematically must be unusually talented.  There is also no truth to the rumor that girls are somehow less feminine if they enjoy math or excel in it.

Math Myth #4: Success in math means you can get the answers instantly

At the earlier grades, when learning addition facts or multiplication tables, of course speed is important.  These are the building block skills necessary at the foundational level.  In the middle school or high school classrooms where the faster thinkers are celebrated or minimal time is allotted for slower learners to respond, this just shows poor teaching.  A good instructor should allow time for exploring other solutions and finding alternate methods.

In fact, an effective math lesson needs to celebrate creative problem solving.  This involves conversation, brainstorming, and group discussion.  Another argument for possibly women being more suited to higher levels of mathematics!

Math Myth #5:  Math literacy can be avoided and is not important

Again, the scene centers on your dinner table. . .  If you mention your struggles with yesterday’s math lesson or bad score on a quiz, the stories come out again.  Knowing nods of sympathy, and opinions about how only some people are gifted enough.  You hear comments about how you just need to get through it in order to graduate and then you can spend your time doing more “important” work.  The implications are, of course, that math is something to endure, not something to learn to improve on and even enjoy.

The idea of math literacy is an important one.  Few people argue that everyone needs to be able to read and write, but there is the fuzzy notion that mathematical competence is optional.  If a student does well in Algebra classes in high school, studies have shown that they will far excel in college experiences and be more successful in life.  This represents a minimal competency landmark.  Everyone should strive at the least to pass algebra classes in high school and college as a jump-start for further success in the academic and working world.

The algebraic skills of creating abstract representations of problems and solving them (equations, graphs, proofs, and hypothetical models) is extremely important in life.  Whether researching the best place to order carpet, construct an addition for the house, or do a cost-analysis for your business, mathematical skills, mathematical thinking and strategies are involved.

Overcoming math anxiety in children and adults is more about being aware of the myths and personal biases of other people’s beliefs.  Solving this challenge is not putting more time into studying or banging your head against the wall in your study area.  Mathematics is a competency area in school that signals your readiness to enter the working and academic world and be successful.  It is not optional, magical, or impossible.  It takes perseverance, patience, and a willingness to seek out help.  Many times, math anxiety becomes math avoidance, supported by the ignorance of close friends and family, but it can be overcome!

In part 2 of this article series, I examine how to deal with homework issues as they relate to a student who is feeling math anxiety.  I will answer the challenges of what to do when a student feels like he can’t understand the textbook, doesn’t know how to even get through last night’s homework, and can’t organize for the next day or ask for help.  Knowing how to deal with homework sessions for the parents and student is the first step in finding the cure for this common problem.

Film clip of old Ma & Pa Kettle bit (Marjorie Main and Percy Kilbride).
Video Rating: 4 / 5

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If your elementary school aged child is giving you trouble when it comes time to do his or her math homework, there is one simple solution to the problem.  The first thing you must know is that struggling against math may not be a sign your child is misbehaving or just plain lazy.  Math can be very overwhelming for some children.

Possible Problems for Math Homework

The first step in doing away with math homework struggles is determining what the problem is.  Many parents assume that the problem is the laziness of their child.  Granted, some children are lazy, but the problem with not doing homework is usually more complex.

It is possible that your child does not understand the math homework problems.  It is possible that he or she finds it too easy and is not challenged by the work.  It is possible that the multiple sheets of math homework seem too overwhelming. 

Compliance vs. Learning

Take a moment and consider why you want your child to do their math homework.  Is it because they must obey their teacher and you, and do what you say?  Or is it because they should know the math lessons to help them in their future life?  Are you putting the focus on compliance or learning?

The ultimate goal of math homework is to teach your child math.  A resistant child will not be learning.

Compromise and Working Together

Sit down and talk with your child about why they do not like to do their math.  Help them understand that it is important to learn the math, and that the homework is designed to help them remember the math facts and rules.

While it is important for your child to know that you have the final say on when math homework should be completed, it is also wise to give them some choice in how it is done.

Ten Minute Math Bites for Success

If your child is struggling with his or her math homework, suggest they try ten minute math bites.  You can use ten minutes, or even five minutes: whatever works for you and your child. 

Split the math homework up into chunks of problems that should take ten minutes or less to complete.  Then, spread the ten minute math bites out over the course of the evening.  If your child has fifty problems of math homework for the day, split the work up into five groups of ten problems to be done in ten minutes each.  This is much less stressful for your child and they will be less resistant to doing just ten minutes of math homework at a time.

Reducing the expected time of a math homework lesson from possibly hours to just ten minutes can give your child peace of mind.  When they know they only have to work at it for ten minutes, the math homework struggles will become less and less.  The most important thing is working with your child to come to a compromise about getting their work done.

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Solving math problems is the core to understanding math concepts. This is why it is critical for student to develop math problem solving skills. The only way a student will be successful in math is through problem solving practice. This is not to be confused with worksheets; these are real world math problems which allow students to make a personal connection. Worksheets are viewed by most students as busy work and worksheets are hated with a passion.

For a student to develop problem solving skills related to specific math concepts, the problem must be something that he or she can visualize and make a personal connection. There are many ways to accomplish this, so here are a  four strategies to help them succeed.

Math Problem Solving Stratiges

The first strategy is to begin each math class with a word problem related to the concept that was taught in the previous math class. The key with these math problems are that they must not be abstract – teachers think in abstract, students do not. The examples used in the problem must be something appropriate to the grade level and cultural environment of the school setting.

Rural farming communities should use examples that a farm related. Suburban schools should use something related to the community and the students’ lives. Urban schools need to use examples that are related to students’ environment. This makes it more personal and meaningful to stimulate internalization of the math concept, along with how to problem solve.

The second strategy is to have students develop their own problems; caution should be used to ensure that word problems are appropriate and are concept focused. The teacher can then post the questions on the board for other students to answer. Every student in a class should be given the opportunity to develop a problem.

A third strategy is a problem solving exercise is a hands-on situation where students are required to manipulate materials to solve the problem. For example, present a problem in which students need to determine how many marbles will fit inside a jar. In this situation students are provided with marbles so they can measure the average volume of similar marbles. Then they determine the available volume in the jar. Next they are given a smaller container to determine volume and how many marbles fit in the smaller container. From this they extrapolate a reasonable estimate of the number of marbles that will fit in the jar.

A fourth problem solving exercise involves several math concepts for actively engaged in real world math. Students learn more from this problem solving exercise than they every will from doing ten worksheets on the same math concepts. The connection to hands-on, minds-on critical math problem skills are the foundation of teaching and learning math. Without having visual and manipulative materials to solve this problem few students would be successful.

Does the requirement to solve a problem a day make the bad grades go away, the answer is a resounding yes. Students develop a better understanding of the math concepts as they apply critical thinking and problem solving skills for making connections in math.

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[ Additional Algebra

Simultaneous Equations

1. Simultaneous Linear and Non-Linear Equations in Two Unknowns

Polynomials and Partial Fractions

1. Identities

2. The Remainder Theorem

3. The Factor Theorem

4. Factorisation of Cubic Expressions

5. Partial Fractions

Quadratic Equations and Inequalities

1. Symmetric Properties of the Roots of a Quadratic Equation

2. Discriminant and Nature of Roots of a Quadratic Equation

3. Quadratic Inequalities

The Modulus Function

1. Absolute Value and its Graph

Indices, Surds and Logarithms

1. Indices

2. Solving Exponential Equations

3. Surds

4. Logarithms

5. Laws of Logarithms

6. Common Logarithms and Natural Logarithms

7. Change of Base of Logarithms

The Binomial Theorem

1. Binomial Expansion

2. Binomial Theorem

Coordinate Geometry

Coordinate Geometry of Straight Lines

1. Midpoint of Line Segment

2. Parallel and Perpendicular Lines

3. Equation of a Straight Line

4. Area of Plane Figures (Given the vertices)

5. Linear Law

Matrices

Matrices and Their Applications

1. The Inverse Matrix

2. Using Matrices to Solve Simultaneous Equations

Additional Trigonometry

Trigonometric Ratios and Equations

1. Trigonometric Ratios and General Angles

2. Trigonometric Ratios of Any Angles

3. Graphs of Trigonometric Functions

4. Absolute Valued Trigonometric Functions

5. Simple Trigonometric Equations

6. Trigonometric Ratios of Cosecant Secant and Cotangent

7. Fundamental Identities

8. Proving of Identities

Further Trigonometric Identities

1. Addition Formulae

2. Double Angle Formulae

3. R-Formulae

4. Factor Formulae

Additional Geometry

Geometrical Proofs

1. Simple Examples in Geometric Proof

2. The Midpoint and Intercept Theorem

3. The Alternate Segment, Intersecting Chords and Tangent-Secant Theorems

Further Coordinate Geometry

1. Equation of a Circle

2. Graphs of Equations

Calculus

Differentiation

1. Limits, Gradients and Power Rule

2. Chain Rule

3. Product Rule

4. Quotient Rule

Applications of Differentiation

1. Equation of Tangent and Normal to a Curve

2. Connected Rates of Change

3. Maximum and Minimum Points

Differentiation of Functions

1. Differentiation of Trigonometric Functions

2. Differentiation of Exponential Functions

3. Differentiation of Logarithmic Functions

Integration (Indefinite Integral)

1. Introduction to Integration

2. Integration of Functions Involving Linear Factors

3. Integration of Trigonometric Functions

4. Integration of Exponential Functions

5. Integration of Functions of the form 1/(ax + b)

Definite Integral

1. Introduction to Definite Integral

2. Area under a Curve

Kinematics

1. Displacement, Velocity and Acceleration]

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