"When am I ever going to use this?" It is a question that becomes harder to answer as students move from beginning math to more advanced concepts. It is nearly impossible to come up with a real life application for knowing how to prove trigonometric identities. If our students are never going to use anything they learn in math after seventh grade, why bother teaching algebra and beyond? The answer is simple. We continue to teach math because it teaches students how to think. If students never learn how to look at a problem and create the logical steps necessary to solve it, they will experience difficulties in many areas of their entire adult lives.
To succeed in math, students must remember and consistently apply previously learned concepts. For example, in the problem 46535 divided by 15, there will be at least 5 double-digit multiplication problems (a total of 10 single-digit problems). Even if a student is 90% accurate in single-digit multiplication and 100% accurate in subtraction, probability tells us the student has only a 35% chance of getting the division problem correct. That is why it is imperative students master the basic skills of math. Many students who begin to struggle with math in late elementary school do so because their lack of mastery leads to compounding errors. Math also gives some students trouble because the answer is either right or wrong. There is no such thing as an "opinion" in math (or at least not until a student advances far beyond high school). Students learn early on in elementary school that whether or not their answer is correct depends, at least in part, on their teacher's opinion. This is not the case with math. Regardless of personal opinion, 2 x 5 will always be 10.
There are three elements of math that contribute to a student's success or failure: concepts, methods, and habits. If a student understands the concepts, he/she understands the reason behind what he/she is doing. A student who understands the concept of multiplication can tell you 2 x 5 is just a shortcut for 2+ 2+ 2+ 2+ 2. When a student has difficulty, the concept should be explained repeatedly, in a variety of ways, until the student understands it.
The method of math refers to the steps in the process. For example, there is a specific method of adding two-digit numbers. Since most of the teaching time in a math class is commonly spent on method, students don't usually struggle with this area of math. If they do, practice makes perfect. Writing out the steps for them and having them work through the process until they have it memorized, then reviewing it for several weeks, usually clears up the problem permanently.
The most common downfall for math students is not their lack of understanding of concepts or methods, but their habits. Math, in part because it is so black and white, requires more rigorous work habits than other classes. Students may get by in other classes with poor handwriting, but failure to neatly line up numbers in math leads directly to missed problems and lower grades. Related to poor handwriting is a lack of attention to detail. Sometimes a student will miss a problem simply because they failed to carry a negative sign; other students do poorly on assessments because they fail to carefully look at the question. Another bad habit that contributes to difficulty in math is the use of shortcuts. Students who excel at math in the early grades are most likely to fall prey to this problem. Because they can solve a problem without going through the method the teacher presents, they assume they "already know how" and tune out the teacher's instruction. Then one day they find they can't solve problems in their head anymore and don't have the skills to methodically work through problems.
Students may struggle in math for a variety of reasons. It is best not to wait until a student fails to provide help. Early intervention minimizes the self-esteem and behavioral problems associated with failure. A dedicated team of student and teacher, both willing to put forth the effort required, will ensure success for the student. While math may never top the list of students' favorite subjects, it need not be the dreaded torture many students fear. Given the right conditions, all students can master the skills necessary to succeed in math.
To succeed in math, students must remember and consistently apply previously learned concepts. For example, in the problem 46535 divided by 15, there will be at least 5 double-digit multiplication problems (a total of 10 single-digit problems). Even if a student is 90% accurate in single-digit multiplication and 100% accurate in subtraction, probability tells us the student has only a 35% chance of getting the division problem correct. That is why it is imperative students master the basic skills of math. Many students who begin to struggle with math in late elementary school do so because their lack of mastery leads to compounding errors. Math also gives some students trouble because the answer is either right or wrong. There is no such thing as an "opinion" in math (or at least not until a student advances far beyond high school). Students learn early on in elementary school that whether or not their answer is correct depends, at least in part, on their teacher's opinion. This is not the case with math. Regardless of personal opinion, 2 x 5 will always be 10.
There are three elements of math that contribute to a student's success or failure: concepts, methods, and habits. If a student understands the concepts, he/she understands the reason behind what he/she is doing. A student who understands the concept of multiplication can tell you 2 x 5 is just a shortcut for 2+ 2+ 2+ 2+ 2. When a student has difficulty, the concept should be explained repeatedly, in a variety of ways, until the student understands it.
The method of math refers to the steps in the process. For example, there is a specific method of adding two-digit numbers. Since most of the teaching time in a math class is commonly spent on method, students don't usually struggle with this area of math. If they do, practice makes perfect. Writing out the steps for them and having them work through the process until they have it memorized, then reviewing it for several weeks, usually clears up the problem permanently.
The most common downfall for math students is not their lack of understanding of concepts or methods, but their habits. Math, in part because it is so black and white, requires more rigorous work habits than other classes. Students may get by in other classes with poor handwriting, but failure to neatly line up numbers in math leads directly to missed problems and lower grades. Related to poor handwriting is a lack of attention to detail. Sometimes a student will miss a problem simply because they failed to carry a negative sign; other students do poorly on assessments because they fail to carefully look at the question. Another bad habit that contributes to difficulty in math is the use of shortcuts. Students who excel at math in the early grades are most likely to fall prey to this problem. Because they can solve a problem without going through the method the teacher presents, they assume they "already know how" and tune out the teacher's instruction. Then one day they find they can't solve problems in their head anymore and don't have the skills to methodically work through problems.
Students may struggle in math for a variety of reasons. It is best not to wait until a student fails to provide help. Early intervention minimizes the self-esteem and behavioral problems associated with failure. A dedicated team of student and teacher, both willing to put forth the effort required, will ensure success for the student. While math may never top the list of students' favorite subjects, it need not be the dreaded torture many students fear. Given the right conditions, all students can master the skills necessary to succeed in math.
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