Tag: <span>learn mathematics</span>

11 Aug

Math Tutoring – 3 Basics Steps to Master Reading Mathematics Formulas

Understanding how to read mathematics formulas requires a basic understanding of the formula vocabulary and how to recognize formula reading patterns. We will focus on how to read Mathematical formulas and learn how this formula reading pattern can be used with formulas from different subjects (i.e. Algebra, Geometry, Chemistry, Physics). Knowing how to read Mathematics formulas is essential for maximum understanding and easy memory recall.

It is my hope that you will see a pattern with reading formulas across different subjects. Why is seeing a pattern across subjects so important? Students often feel like they are learning something new each time they are introduced to a Math formula in another class or course. Fact remains, the same methods you use to read formulas in Algebra are the exactly same methods used to read formulas in Trigonometry, Physics, Chemistry, Economics, etc. So the key is mastery of reading formulas in Algebra.

Step 1: Understand what a formula is. What is a mathematical formula? An equation (i.e. F = ma) which expresses a general fact, rule, or principle.

Step 2: Identify and learn the basic Mathematics equation vocabulary and use as often as possible while doing problems. A good mathematics educator (e.g. tutor, mentor, teacher, …) will help you engage this vocabulary as you are working on your problems. This vocabulary is useful when reading Math instructions, doing word problems, or solving Math problems. Let’s define a basic set of basic Math formula (equations) vocabulary words below:

Variable – a letter or symbol used in mathematical expressions to represent a quantity that can have different values (i.e. x or P)
Units – the parameters used to measure quantities ( i.e. length(cm, m, in, ft), mass (g, kg, lbs, etc))
Constant – a quantity having a fixed value that does not change or vary
Coefficient – a number, symbol, or variable placed before an unknown quantity determining the amount of times it will be multiplied
Operations – basic mathematical processes including addition (+), subtraction (-), multiplication (*), and division (/)
Expressions-a combination one or more numbers, letters and mathematical symbols representing a quantity. (i.e. 4, 6x, 2x+4, sin(O-90))
Equation – An equation is a statement of equality between two mathematical expressions.
Solution – an answer to a problem (i.e. x = 5)

Step 3: Read formulas as a complete thought or statement-do not ONLY read the letters and symbols in a formula. What do I mean? Most people make the repeated error of reading the letters in a formula rather than reading what the letters represent in the formula. This may sound simple, but this simple step allows a student to engage the formula. By reading the letters and symbols only, one cannot associate the formula with particular vocabulary words or even the purpose of the formula.

For example, most people read the formula for area of a circle (A = “pi”r2) just as it is written – A equals pi r squared. Instead of just reading the letters and symbols in the formula, we propose reading formulas like A = “pi”r2 as a complete thought using all the descriptive words for each letter: The area (A) of a circle is (=) pi multiplied by the radius (r) of the circle squared. Do you see how the formula is a complete statement or thought? Therefore, one should read formulas as a complete statement (thought) as often as possible. It reinforces what the formula means in the mind of the reader. Without a clear association of Math formulas with their respective vocabulary, it makes applications of those formulas near impossible.

Example of formulas and the subjects where they are introduced:

PRE-ALGEBRA – Area of Circle: A = “pi”r2
The area (A) of a circle is pi multiplied by the radius (r) of the circle squared
o A- area of the circle
o “pi” – 3.141592 – ratio of the circumference to the diameter of a circle
o r- the radius of the circle

ALGEBRA – Perimeter of a Rectangle: P = 2l+ 2w
Perimeter (P) of a rectangle is(=) 2 times the length(l) of the rectangle plus 2 times the width (w) of the rectangle.
o P- perimeter of the rectangle
o l- measure of longest
o w- measure of shortest

GEOMETRY – Triangles Interior Angles Sum Theorem: mÐ1 + mÐ2 + mÐ3 = 180
The measure of angle 1 (mÐ1), plus the measure of angle 2 (mÐ2) plus the measure of angle 3 (mÐ3) of a triangle is 180 degrees.
o mÐ1 – perimeter of the rectangle
o mÐ2 – measure of a side
o mÐ3 – measure of the width

Knowing the units for each quantity represented in these formulas plays a key role in solving problems, reading word problems, and solution interpretations, but not merely reading the formulas.

Use these steps as a reference and learn how to read Mathematics formulas more confidently. Once you master the basics of formulas, you will be a Learner4Life in different subjects that use Math formulas!



Source by Avery Austin

12 Jul

Top 5 Mental Math Methods in the World

Today you can define mental math in various different ways. Some would say, memorizing times table and remembering the solutions can form the part of mental mathematics. Some would say ability to perform simple calculations in your head can be mental mathematics.

The web dictionary defines mental mathematics as “Computing an exact answer without using pencil and paper or other physical aids.”

Today there are five methods available to learn and practice mental mathematics.

Let’s begin with the first one called ‘Learning by Heart’ or better known as the rote memorizing method where your teachers ask you to mug up boring multiplication tables. It not only kills the interest of the child in mathematics but also makes sure that he develops hatred towards the subject for the rest of the years he studies it. This system gives its ardent devotee some degree of success initially as he is able to answer easy problems but then when the supposedly bigger application problems come the steam is almost over.

The second one gives you a good degree of success and I would highly recommend it to the younger lot out there. It hails from China and is popular by the name of The Abacus (also known as the Soroban in Japan). An abacus is a calculating tool, often constructed as a wooden frame with beads sliding on wires. With the use of this tool one can perform calculations relating to addition, subtraction, multiplication and division with ease. Gradually one practices with the tool in one’s hand and later on when experienced he learns to do it without the tool. This tool is then fitted into the mind mentally and he can then add, subtract multiply and divide in seconds. This tool also enhances a child’s concentration levels.

The main drawback of this system is that it focuses only on the 4 mathematical operations. Concepts beyond these operations such as Algebra, Square Roots, Cubes, Squares, Calculus, and Geometry etc cannot be solved using it at all. Also one needs a longer time to be able to fully get a grasp of the system hence you see courses in the abacus stretching to over 2 years which leads the child to boredom and then quitting from the course.

Another Chinese system mainly collected from the book The Nine Chapters on the Mathematical Art lays out an approach to mathematics that centers on finding the most general methods of solving problems. Entries in the book usually take the form of a statement of a problem, followed by the statement of the solution, and an explanation of the procedure that led to the solution.

The methods explained in this system can hardly be termed mental and they lack speed to top it all. The Chinese were definitely the most advanced of the civilization thanks to the Yangtze and Yellow Rivers but if I were to choose out of the two methods given by this culture It would be the abacus.

If wars have a 99.99% downside, sometimes they can have an upside too for they give birth to stories of hope and creativity. The next mental math system was developed during the Second World War in the Nazi Concentration Camp by a Ukrainian Mathematician Jakow Trachtenberg to keep his mind occupied. What resulted is now known as the Trachtenberg Speed System of Mathematics and consists of Rapid Mental Methods of doing Mathematics.

The system consists of a number of readily memorized patterns that allow one to perform arithmetic computations very quickly. It has wider applications than the Abacus and apart from the four basic operation methods it covers Squares and Square Roots.

The method focuses mostly on Multiplication and it even gives patterns for multiplication by particular number say 5,6,7 and even 11 and 12. It then gives a general method for rapid multiplication and a special two finger method. After practicing the method myself I realized that the multiplication was a very applicable mental method but the other methods covered to solve division and square roots were not very friendly and were impossible to be done mentally. I was in search of a much better wholesome method where I could easily perform other operations also. Another drawback of this system was that it too like the abacus failed to have a wider scope i.e to encompass other fields like Algebra, Calculus, Trignometry, Cube Roots etc

A Recommendation by a friend of mine from America introduced me to what is known as the Kumon Math Method. It was founded by a Japanese educator Toru Kumon in 1950s and as of 2007 over 4 million children were studying under the Kumon Method in over 43 different countries.

Students do not work together as a class but progress through the curriculum at their own pace, moving on to the next level when they have achieved mastery of the previous level. This sometimes involves repeating the same set of worksheets until the student achieves a satisfactory score within a specified time limit. In North American Kumon Centers, the mathematics program starts with very basic skills, such as pattern recognition and counting, and progresses to increasingly challenging subjects, such as calculus, probability and statistics. The Kumon Method does not cover geometry as a separate topic but provides sufficient geometry practice to meet the prerequisites for trigonometry, which is covered within the Kumon math program.

I was much impressed with the glamour around Kumon but a glimpse of its curriculum deeply disappointed me. It is not mental at all. It does not offer any special methods to do mathematics and one does not improve one’s speed by doing Kumon Math. There is a set curriculum of worksheets which one does till one achieves mastery in the subject. So say for example a sheet on Divison- one would continue to do division by the conventional method till he gets a satisfactory score and then he moves on to a higher level. This certainly doesn’t make division any faster and the process is certainly not mental.

A deep thought on the reason of its tremendous popularity in America led me to conclude was the lack of a franchisee business model of the abacus and the Trachtenberg speed system in the 1950s. The franchisee model was essential in taking the course from country to country. This is where Toru Kumon thrived.

Dissapointed with other cultures in the world, my search made me look in my own Indian culture. What I found astonished and amazed me so much that I fell in love with the system and started coaching neighbourhood students in it.

This is easily the World’s Fastest Mental Mathematics System called High Speed Vedic Mathematics. It has its roots in Ancient Indian Scriptures called the Vedas meaning ‘the fountain head of knowledge’. With it not only you can add, subtract, multiply or divide which is the limiting factor of the abacus but you can also solve complex mathematics such as algebra, geometry, Calculus, and Trigonometry. Some of the most advanced, complex and arduous problems can be solved using the Vedic Maths method with extreme ease.

And all this with just 16 word formulas written in Sanskrit.

High Speed Vedic Mathematics was founded by Swami Sri Bharati Krishna Tirthaji Maharaja who was the Sankaracharya (Monk of the Highest Order) of Govardhan Matha in Puri between 1911 and 1918. They are called “Vedic” as because the sutras are contained in the Atharva Veda – a branch of mathematics and engineering in the Ancient Indian Scriptures.

High Speed Vedic Mathematics is far more systematic, simplified and unified than the conventional system. It is a mental tool for calculation that encourages the development and use of intuition and innovation, while giving the student a lot of flexibility, fun and satisfaction . For your child, it means giving them a competitive edge, a way to optimize their performance and gives them an edge in mathematics and logic that will help them to shine in the classroom and beyond.

Therefore it’s direct and easy to implement in schools – a reason behind its enormous popularity among academicians and students. It complements the Mathematics curriculum conventionally taught in schools by acting as a powerful checking tool and goes to save precious time in examinations.

The Trachtenberg Method is often compared to Vedic Mathematics. Infact even some of the multiplication methods are strikingly similar. The Trachtenberg system comes the closest to the Vedic System in comparison and ease of the methods. But the ease and mental solvability of the other method especially division, square roots, cube roots, Algebraic Equations, Trigonometry, Calculus etc clearly gives the Vedic System an edge. Even NASA is said to be using some of this methods applications in the field of artificial intelligence.

There are just 16 Vedic Math sutras or word formulas which one needs to practice in order to be efficient in Vedic Math system. Sutras or Word Math Formulas such as the Vertically and Crosswise, All from Nine and Last from ten helps to solve complex problems with ease and also a single formula can be applied in two or more fields at the same time. The Vertically and Crosswise formula is one such gem by which one can multiply, find squares, solve simultaneous equations and find the determinant of a matrix all at the same time.

If either of these methods is learned at an early age, a student aged 14 can perform lightening fast calculations easily during his examinations and ace through them.

Vedic Mathematics is fast gaining popularity in this millennium. It is being considered as the only mental math system suited for a child as it helps to develop his numerical as well as mental abilities. The methods are new and practical and teach only Mental Rapid Mathematics.

The system does not focus on learning by repetition as in the Kumon Method. The system focuses on improving intelligence by teaching fundamentals and alternate methods. The purpose is not limited to improving performance in the school or tests, but on providing a broader outlook resulting in improved mathematical intelligence and mental sharpness.

To know more about the Vedic Mathematics Sutras – The World’s Fastest Mental Math System you can visit http://www.vedicmathsindia.org

This Article is by Gaurav Tekriwal,, The President of the Vedic Maths Forum India who has been conducting High Speed Vedic Math Workshops for the last five years and has trained over seven thousand students across the world in the field. He is the author of the best selling DVD on the subject which contains over 10 hours on the subject. He is an expert in the field and revolutionizes the way children learn math.



Source by Gaurav Tekriwal

12 Jun

Significance Of Equivalent Fractions In Math Learning

Basic math skills are one of the keys to succeed in math. To study basic math, students need to learn fractions as the major part of arithmetic and hence, as the basic math. To learn fractions, they can be divided into many subsections. One most basic subsection in fraction study is the equivalent fractions. Students need to know two main things about the equivalent fractions and they are their definition and their applications to other sections of fractions and mathematics.

The definition:

When two factions have the same value then they are called the equivalent fractions. Note that, these fractions have different numerators and denominators, but still represent the same part of a whole or a group of things.

Let’s take an example of two equivalent fractions from a daily life activity. Consider Ron and Billy are two brothers and Ron likes cheese pizza and Billy likes pepperoni pizza.

Their mom makes two pizzas of same size for them, cheese for Ron and pepperoni for Billy. Ron likes to eat small slices, so mom cuts his cheese pizza into six equal slices. Billy doesn’t care about the size of the slice so mom just cuts pepperoni pizza into four big slices.

Now, Billy eats two slices out of all four slices of pepperoni pizza and hence he eats “half” of his pizza which can be written as a fractions of “2/4”. Ron gets hungry and he eats three slices of his cheese pizza and which can be written as 3/6. But, 3 out of 6 slices is also “half”. So, Ron eats half of his pizza too.

So both boys eats same amount of each pizza, which is half. But Ron’s amount is 3/6 of his pizza and Billy eats 2/4 of his pizza, but both of them eat equal amount of a pizza which is half. Therefore, 2/4 and 3/6 are the equivalent fractions, as they represent the same amount of pizza eaten by two persons.

You can pick any other similar example to explain it further to kids, such as, two same sized apples cut into two and four equal pieces. Many sites online have more ideas about the concept and can be used to improve the knowledge of kids in this basic math skill.

Applications in math:

Equivalent fractions have many applications to learn higher fractional topics. There are the following main fractional topics, which need the knowledge of equivalent fractions as a base:

1. To simplify fractions into lowest terms
2. Comparing and ordering fractions
3. Adding and subtracting fractions

Therefore, kids need to know equivalent fractions before they want to learn above topics of fractions. Therefore, it is the best idea to review your kids knowledge of this topic before asking him/her to do the higher math topics.

As a conclusion, kids in elementary grades need to know the definition and the applications of equivalent fractions to learn higher math or arithmetic concepts. Kids can start learning this skill as soon as they get the basic idea of writing fractions or drawing fractions. Also most kids in grade three learn this skill.



Source by Manjit Singh Atwal

12 May

Fun, Games and Math

What is your opinion of math? Math, you say? What do I care about math? I had to take it in school, but I am beyond that now. Math no longer applies to my life. On the other side of the coin, there are those that find math to be exciting, exhilarating, and the time of their lives. It does apply to their lives and they can’t wait to use it. This second opinion, however, is the minority. Most people find that math is work. It is confusing, complicated and totally unnecessary. Is this you? The problem with this kind of thinking is that it isn’t true. Math is necessary, from the simplest addition and subtraction to more difficult geometry and physics. Math applies to life and we cannot live without it.

So, with that established, where do we go from here? If math is dull, boring and tedious, how can it matter? Well, the truth is, it doesn’t have to be. Math can be fun, exciting and something to look forward to. How? How can math possibly be fun? Well, have you ever played a game? Sure, you have. Was it fun? Of course it was. Would you ever like to play another game again? If the answer is, “Yes”, then I have hope for you when it comes to math. There are games out there that are just as much fun and teach you all you need to know to succeed in math. Have you ever played Dominoes or Hangman? Have you ever played cards or board games? I know a way to adapt these well-known games to math, and I know a great many more games that do the same thing. You will find yourself having so much fun that you will wonder where the time has gone.

For games that not only will teach you to succeed in math, but will have you having so much fun that you don’t even realize that you are learning, go to:



Source by Lisa Laird

12 Apr

How To Study Maths

Maths is considered to be one of the most scoring subjects. Some students love it, while there are many who hate to study this subject. It is important for students to have some proficiency in this subject as most courses include some level of mathematics and almost every profession uses it in some or the other way on a daily basis.

Many students find maths difficult as they don’t know the right way to study it to get good results. Maths is a subject which requires time and patience to master. There are several tips through which you can easily solve everyday math problems.

Practice – Maths cannot be studied by just reading and listening. It is all about practice. The more you practice, the better it will be. There can be a number of ways of solving one math problem. Before taking any exam, it is important that you have solved a lot of problems beforehand. It is important to master one topic before moving on to the next topic.

Learn the Basics – Never try to memorize the process of solving a problem. The most important thing to attain success in the long run is to focus on understanding the process and the logic behind it. Once you understand the basics of solving a problem, it will help you in understanding the approach of solving problems in the future. To be a master in this subject, it is important that you have a firm understanding of the key concepts, before moving on to solve more complex problems.

Review your Mistakes – When you practice problems, it is important to go through the process one by one. If you make mistakes at any level, you should review them to understand where and how you went wrong. It is a great way to avoid same mistakes in future and polish your skills.

Form a Study Group – You can form a study group with your friends to solve math problems together. When one person in the group has a problem, others can help him. Try to study in a distraction free environment as it is a subject which requires a lot of concentration.

Create a Dictionary – Maths do involve a specific terminology. Create notes with all the concepts, terminology and definitions to consult them at any time.

You can also apply maths to solve real life problems to help change your perspective and think differently. You can easily learn maths by just taking one step at a time and practice regularly.



Source by Richa Khandel

13 Mar

Are You Finding the Best Learning Apps to Download?

In most of the situations, the school and college students are looking forward to choose the best learning applications to learn from their home. Today, there are a lot of the best learning apps available to learn the various subjects like physics, chemistry, biology, mathematics, English and more. From among them, LearnFlix is a right choice for everyone. It is one of the leading and top rated platforms where you can download the personalized learning app on your Android or Apple iOS devices.

Why choosing LearnFlix?

LearnFlix is always the best choice of online learning platform which makes your digital education more affordable and highly personalized according to your academic needs. This learning app contains different courses and studies for the classes from 6th standard to 10th standard. Here, you can learn mathematics and all subjects in science under the CBSE and Karnataka Board syllabus. If you are new to use this application on your mobile phone or desktop/laptop computer, first you can try booking a demo class. If you like the demo class, then you can download this app on your device for attending the regular classes through the internet. It offers various study materials in the form of,

  • Quizzes
  • Videos
  • Assessments
  • Revision notes
  • Sample papers
  • eBooks

Everything you can get only from the experienced and renowned authors who are expertise in the different subjects. The group of tutors who are all successfully running this application has more than 80 years of experience in this field to offer most engaging, effective, quality, and also affordable learning solutions for all students.

More details about LearnFlix:

LearnFlix application is probably anchored around the school curriculum for the grades of sixth to tenth standard covering all science and maths subjects. It offer the spiral learning pedagogy in order to ensure all concepts given here are well revised, learnt, assessed, and also practiced. It is actually the step by step approach in which the learning is reinforced again & again guaranteeing it becomes the part of your kid’s long term memory. In order to get all these benefits of learning, you first have to get learning app download from its official website. As it offers the personalized learning journey to each and every user, all people can learn your favourite subject at anytime and from anywhere using this application. By this way, you can have in-depth analysis and unlimited practice on the different subjects to become master in them.



Source by Sachin Jadon

11 Feb

10 Tips For Teaching Middle School Math

As a teacher for 11 years and middle-school math teaching consultant, I’ve seen a wide array of different math programs and classes. I’m sharing here the 10 best teaching tips I’ve compiled over the years.

1. Provide compelling content to study.

Years ago, a colleague I was working with said, “Maybe class can be fun, but I can’t make class compelling. I have to teach math!” It’s an assumption worth exploring.

Take Ron Berger’s middle-school math project to study levels radon in their own homes. Studying radon is boring. But Berger’s class project has got to be one of the most compelling projects in math class history. What if his students discovered dangerous levels of radon in the homes of one geographic area and published the results as they had intended? What would happen to real estate values in that area? What he found is that students were highly engaged in mapping, taking averages, looking at standard deviations- students that heretofore didn’t care one bit about radon or the other concepts.

So what’s the trick? The trick is that there isn’t one. You can’t trick students into finding something compelling if it isn’t. Take a little bit of time to develop a few topics of study throughout the year that you find compelling- the Economy, the Presidential Campaigns, the Human Body, etc. Find an authentic way to present your result- the paper, the web, a magazine. Keep the project small, authentic and do-able.

Students of teachers that do take this kind of time have better outcomes on state tests than students of teachers who only stick to the text. Almost any social studies context provides a backdrop for learning that adds depth.

Even teachers who hold a math “topics” class only once a month see real benefits, so you don’t have to abandon your regular class. And, you’ll find that students are more engaged when regular class is held.

If you want to go really deep and have solid administrator support, look into the school reform movement of Expeditionary Learning Schools who have an excellent approach to thematic teaching.

2. Don’t use extraneous rewards such as candy, purchase points, stickers, etc.

There is nothing more certain than seeing the culture of a math class decline over a period of years when a teacher bribes them. The intent of the teacher, of course, is good. A teacher cares about his or her students and wants the very best for them. “I don’t care how they learn math,” one teacher said to me. “I just want them to learn it so that they are prepared.” The teacher cared enough to purchase candy out of her own pocket, but the real message to students is this: the “positive reinforcement” of candy means “math isn’t worth doing on its own.” The research is clear on the matter too, and shows us that extrinsic, non-relevant rewards hurt learning.

Even if the effects aren’t immediate, over time so called “positive reinforcements” like these mentioned above erode an otherwise high-quality math program. As a teacher, you are much better off trying to create inherently compelling curriculum than buying candy.

3. Build a culture where students teach each other.

For many teachers, one student helping another is called cheating. But I actually found that the better middle-school math programs all encouraged students to team together at certain times throughout the week. The activities were usually graded as complete or not-complete, and when tied to meaningful tasks, such as building a survey together and collecting original data, student comprehension was greater than on individual tasks.

Building the kind of culture that works for student pairs or groups takes years and lots of practice. But before you give up and decide it doesn’t work, determine if you are following tips #1 and #2 first.

4. Give less, but more meaningful work, including homework.

The Trends in International Mathematics and Science Study labels the curriculum in the United States as “a mile wide and an inch deep.” Their review of math texts in middle-school found that some were almost 700 pages long. With heavy pressure to teach to the standards, as a teacher you might be tempted to skip and jump to many topics throughout the text. Don’t. It achieves little learning.

Choose the most important pieces before the beginning of the year, and keep it simple. Teach the concepts you do teach with depth.

The national advisory counsel formed from the study recommended “put first things first” and suggested that indeed, less is more. Take the time to cull the curriculum to a manageable size for your students, and present them with only that. If you have to “cover” standards, find out what standards and document when you indeed teach them in class. You’ll find that teaching with depth often reaches to a broad array of standards.

It’s helpful to know what’s driving the breadth. As the national study panel concurs, publishers are trying to meet demands of hundreds of different districts by including everything that any school might want. And while publishers have been attempting custom publishing, it is just as difficult to create a math curriculum for a small district as a large one. Thus, the challenges of book publishing lead to a single, uniformly created overarching textbook. Often this is a very large text or an entire series.

In the classroom, teachers and students become overwhelmed and unable to handle the scope or breadth of learning in this form. As teachers, we have to recognize that predominantly negative emotions surround math in middle-school, and that anything we can reduce those emotions will go a long way toward gains in learning learning. Placing a 500 page text in front of a 7th grade student is unlikely to help, so use it sparingly and build little, home-made notebooks for daily use.

5. Model thinking, not solutions or answers.

Don’t show a student how to solve something. Instead “think aloud”. For example, you might have a whiteboard with a problem up, and start by saying, “o.k., I notice that the 4 numbers I am to sum are all in the thousands category, and that the first is near 3,000, the second near 5,000, and the third… I am confused about…” Model exactly what you thinking including confusion, emotions, skills, strategies and more.

When you do this, also let your students know how mathematicians think. One piece of research that is helpful to know is that mathematicians spend a long time thinking about how to set up a problem, a little bit of time doing the problem, and a long time “looking back” by asking the question, “Does this make sense?’ Model that for your students, by putting up a complex problem on the board and spending time not just jumping into a solution, but just talking about what strategies you might use to solve the problem.

6. Provide feedback that is immediate, relevant to the task, non-comparative, and leads the way to next steps.

Many teachers believe that grading is a form of feedback. It isn’t. Grading, when done well, can be a form of assessment of learning, but the distinction should be clear. Grades are not an effective tool as assessment for learning. Grades are the end of the road, when you assess what has been learned, but they should not be intended to inform a student where to go next.

Take, for example, three groups of students who received different kinds of “feedback” on math papers they had “turned in.” The first group received only narrative feedback (no score) informing them where and how they made mistakes. The second group received a grade (or score) and narrative feedback. The third group received just a grade. Not surprisingly, the students who received narrative feedback improved when re-tested. Those who had received only a grade did not have the information to improve, and performed the same when re-tested. But here is the surprising part. There was no difference between “grade-only” group and the group that received the grade and narrative feedback. Why? The students who received both a grade and narrative feedback completely ignored the written suggestions and only looked at the score. “I got a blah, blah, blah… what did you get?”

Because we live in a world where grades and formalized assessments are so important, work with the system by differentiating assessment for learning and assessment of learning.

When you are grading, one guide is to reference Rick Stiggins strategies of assessment for learning. That way, when you are conducting an assessment of learning (i.e. grading), you’ll notice that you are momentarily stepping out of the role of improving a student’s learning and won’t have the conflict of trying to do two things at once.

7. Change mimeographed sheets to problems you and your students personally develop.

A pervasive aspect of our culture is to give out page after page of information. In faculty meetings, business meetings and conferences, hundreds of pages of documents are handed out. It makes us look organized and prepared. It’s also a way to “cover” content. But for a middle-school math student, it also makes it hard to determine what is important. Was it the fractions part? Was it the decimals section? Was it the number line? Was it the triangle puzzle problem? Was it the cartoon?

Instead of another mimeographed page, have your student write their own story problems. Tell them to add artwork for comprehension. Give them the latitude to make them fun. Celebrate them by posting them in class. Give them 5 home-made story problems they create for homework instead of a mimeographed sheet with 30 problems, and really dive into improving them through revision.

8. Use story to teach math.

Write a story, a real story with characters and plot, and add the math problem set. Write about wizards that need to use angles for their sorcery. Write about spice trading ships on the deep seas. Write a story that lasts a whole page before even getting to the math portion. You’ve engaged the right-side, or less analytical, part of the brain and you’ll see a powerful effect of enhanced engagement.

9. Get math tutor volunteers once a week for two-months before state testing.

As a teacher or administrator, spend time during the fall months by planning for and scheduling a single day each week during the months of February and March (right before testing) to have volunteers come in to teach math in small groups. But what’s nice is that if developed correctly, these volunteers don’t need to have any special training in math.

Start with a simple plan. Each student has 10 skills they have chosen to work on during the whole class tutoring session and have written down their practice problems in class. The phone calls are made, the specific planning with an administrator is done, and volunteers come in and help the students answer the 10 questions during class with support. Schedule tutoring once every week for two months before testing and see your scores greatly improve.

10. Work with the emotions your students have for math.

10a. Ask your students how they feel about math. Use a bit of class time periodically to gain a better sense of where they are. And, just let them feel how they feel. If they like math, they like it. If they are bored, empathize. If your students can’t stand math, you will gain far more ground by seeing their perspective than trying to prove they are wrong. As a teacher this is hard because we are so accustomed to trying to “fix” the situation, and of course, our ego is tied to student emotion. If our students are bored, we feel like we aren’t doing the right thing. But the larger truth is that there is an ebb and flow in all of us for the topics we are learning. When the boredom, frustration and negativity does emerge, try understanding it. Perhaps class does feel a little boring. That’s o.k. Sometimes it will. And then slowly, over a period of years, build those compelling pieces into your classes so that you punctuate boring times with excitement and joy.

10b. Go slowly. Changing the direction of your math class is like trying to change the direction of a large ship, especially when dealing with emotions. Even once everything is place for the changes to occur, you will notice the “ship’s” momentum going in the same old direction before you sense any real shifts. This is part of the process. It took me three years to develop a coherent math program at my middle-school and even then, we occasionally slipped in to old patterns. Good luck!



Source by Scott Laidlaw

12 Jan

The Many Benefits of Learning Mandarin for Kids

Parents invest in sending their kids to attend Mandarin class because many believe that it is an important language of trade that will benefit their children’s career opportunities in the future. Economist Albert Saiz finds that native English speaker graduates who speak a second language, on average, earn 2 per cent more than those who don’t. Different foreign languages attract different language bonus – the more in demand a foreign language is, the higher the language bonus.

Knowing the language of our major trade partners is an asset. Graduates with foreign language skills will greatly improve their career opportunities at home and overseas. They would also improve their academic opportunities by having a chance to study at overseas educational institutions, an excellent experience to broaden their horizon and enrich their resume. Graduates with international experience are valued by employers. It’s not just people who work in international trade or diplomatic services who would reap benefits from having foreign language skills. Jim Rogers, a successful businessman, urges people to learn at least one Asian language because it will give them a competitive advantage. He himself sent his children to learn Mandarin at an early age to future-proof them.

The benefits of learning Mandarin for kids do not just lie in future opportunities. Studies support that children who are bilinguals or multilinguals are academically ahead of their peers. Learning a second language helps improve children’s academic performance, especially in English and Mathematics. According to a research, languages such as Chinese expresses mathematical concepts more clearly and thus making it easier for small children to learn maths. Children who learn Mandarin are also reported to perform better in identifying musical pitch and hence may perform better than their peers in building musical skills. This is not a surprise since Chinese is a tonal language. Learning the language will naturally train children to be able to identify the different tones. In essence, all the skills children are gaining through the process of learning a foreign language can transfer meaningfully to other areas in life.

Children who learn a foreign language are also shown to have better problem solving skills, creativity, and multitasking skills. This is not a surprise since children are required to think in a different way while learning to speak a foreign language. This mental training delivers multiple cognitive advantages to young learners, in addition to having advanced cross-cultural skills and linguistic skills.



Source by Amy James

13 Dec

Helping Your Pre-Schooler With Math-Brain Friendly or Learning Styles?

Whether because you have read my other articles in the Early Childhood Education category or because you have researched this topic online, you likely have questions about how the terms “brain friendly” and “learning styles” fit into your work with your preschooler. Certainly the goal of both is to help your child learn, so what’s the difference? Is one better than the other?

“Learning styles” is the older concept and represents the results of several research studies trying to determine how we learn. You will find a summary of these findings in my article “Learning Styles-Should I Have my Child Tested?” (The answer is NO.) These concepts were essentially guesses, based on observation of behavior, about how the brain takes in and stores information. Guesses as to how the brain learns.

I recommend that you read that article to familiarize yourself with the terminology because you are likely to encounter some or all of these concepts as you further study early childhood education. You may even encounter teachers in your child’s future who still hold onto these concepts. Some of these attempts to explain how we learn have more merit than others; there is some truth in each; but none provided the full answer. The concept of learning styles has lost favor in the field of education. In my research for this article I was surprised at how many articles and videos referred to “debunking” this concept of learning styles.

Having taught in public schools in the ’90’s when we were encouraged to test our student’s learning styles, and students were often placed in classes where their learning style matched the teacher’s style, the idea of learning styles being “debunked” initially seemed impossible. However, this change in attitude about education is the result of new developments in brain scan technology, brain surgery, and brain research. We no longer have to guess how the brain learns. We have lots of research and practical verification of techniques that have proven effective for learning to occur.

The field of brain based education and learning is only a couple decades old; and the field is not without its critics; but even Harvard University now offers master’s and doctoral programs through its MBE–Mind, Brain, and Education–program. The study of brain based education is about learning what techniques parents and educators should use to best engage the brain in learning.

Now that we know how the brain actually learns, it is important the you use brain friendly techniques as you work with your preschooler. You don’t need a teaching degree to use brain friendly techniques. I will now summarize here things you need to consider when you work with your child. The brain needs color, exercise/movement, a variety of activities, novelty, processing time, music, limiting stress, information in small “chunks,” plenty of rest, introduction to “the arts”–dance, drama (acting things out), and art, frequent review, good nutrition, and more. There are many specific techniques that teachers use in their classrooms, but this list will give you a good start for working at home..

There are a few things you should notice from the list:

  1. These activities actually utilize all the different concepts of learning styles, which is why you don’t need to test your child, and why I didn’t list them. Using brain friendly techniques addresses what you need to know about learning styles.
  2. You are already using many of these techniques. You are already working in short periods of time, giving time for processing, lots of review, movement, different kinds of activities, watching your child to avoid stress, etc.
  3. Skill & drill worksheets are NOT brain friendly. There are hundreds of sites online offering worksheets for your preschooler. However, unless these worksheets have lots of color, novel and varied activities, are short, are self-checking to avoid practiced mistakes, and you are willing to oversee every moment of their use, you should avoid using them!

If you want more information about brain based learning, I recommend reading Eric Jensen, David Sousa, and/or John Medina.

The answer to the initial question is that “brain friendly” is the learning concept you need to incorporate into your work with your child. Notice that I have not even mentioned math because these techniques are for ALL learning. Remember to always stay positive with your child, be enthusiastic about learning, and avoid boredom in your child. Boredom actually destroys brain cells, and we certainly don’t want that!



Source by Shirley Slick

13 Nov

Geometry Solvers Online – A Reliable Way to Learn Geometry

Geometry is one of the more interesting branches of math, given it’s visual aspect and the spatial reasoning challenge it poses to students. Learning geometry is certainly not as tough as learning algebra or calculus, for instance, but it does have it’s little challenges to keep students on their toes.

Students learning geometry learn how to calculate the area, volume, space, and perimeter of the common geometrical shapes. This involves memorizing a bunch of formulas for each shape and knowing when to use them. Geometry in itself is quite easy but questions can be tricky and are designed to test how students can manipulate the information they have to fit the given data.

Practicing geometry is important if you want to do well in it. It is also the most effective way to learn all those formulas. Practicing math problems has never been a favorite homework activity among students so think of ways to motivate yourself to keep at it. Starting simple ensures that students stay on track and are not fed up too soon. Set a modest goal of two or three problems a day and work yourself up. Or practice with a friend so that you can learn together and help each other out. Just be sure not to spend the study time doing everything else except geometry.

Diagrams are an important part of geometry problems so spend some time learning to draw a decent figure. This will serve as a great reference and you will find that you can figure out the solution much quicker. After drawing the figure, mark the measurements given in the question on your rough sketch. This way you have all the data in one place and you know what you need to calculate as well.

For students who find geometry absolutely fiendish, help is right at their fingertips. Online geometry solvers are a great way to learn and improve you understanding of the subject, not to mention your grades. Find hundreds of qualified helpers on math help sites, at affordable rates. Online geometry help is extremely convenient and so easy to access. Any student who has a computer and internet connection can log in to get all the help they need, anytime of the day or night.

Students will have access to many different kinds of problems and worksheets to sharpen their geometry skills. Online whiteboards, games and quizzes, and mock tests are other services students will find very useful when learning online.



Source by Liz James