Mathematics is one of the most difficult subjects, it is given with ease for some, but most are experiencing difficulties. At the same time, everything starts in elementary school, and if you miss something at the beginning, it will only get harder. Success in a particular subject largely depends on the charisma and manner of teaching the teacher. Continuous cramming can discourage a student’s interest in studying mathematics, even if the child has a predisposition.
Approach to Teaching Mathematics
Classes on the formation of elementary mathematical concepts in the second younger group of children are aimed, first of all, at the assimilation by children of several primary concepts and skills on which the successful mastery of more complex logical operations and mathematical actions in older groups will be based (MacDonald & Murphy, 2021). One of their ways of teaching younger children mathematics is by dividing them into pairs or groups. This method gives students more opportunities to participate and interact. Working in pairs and groups forms children’s ability to accept a common goal, share responsibilities, coordinate ways to achieve the proposed goal, and correlate their actions with their partners’ actions.
The advantages of this approach are that children feel like team players and get carried away with the process in addition to mastering mathematics. Standard training usually takes place under the full guidance of the teacher: he reads out the text of the lesson, gives definitions, and calls students to the blackboard to solve the problem. The possible advantage of this technique is that you have time to understand most of the material in a short time. However, children quickly get bored with such lessons, and they do not cease to see the point of trying further.
In conclusion, mathematics is interesting when creativity is in it and the laws are clear and easy to use. However, the speed of assimilation of the material is individual for all children, so it is important to devote enough time to each topic to understand and work through it qualitatively. Lessons using active teaching methods are interesting not only for students but for teachers. But haphazard, ill-conceived use of them does not give good results. Therefore, it is very important to actively develop and implement your own author’s game methods in the lesson, following the individual characteristics of your class.
MacDonald, A., & Murphy, S. (2021). Mathematics education for children under four years of age: A systematic review of the literature. Early years, 41(5), 522-539. Web.