Introduction
The teaching and study of mathematics have played an essential role in the life of every person from the earliest childhood. Among other things, support for classroom learning and achievement is a crucial factor that motivates students to learn new things. By building on the mathematical knowledge of children, teachers can create a learning environment that is comfortable for students and encourages them to pursue education without coercion. Due to the development of thinking and memory training, mathematics can help in school and other life situations and improve a student’s performance. Acquiring mathematical knowledge allows students to increase their achievements, improve their ability to visualize, and train their brains to solve logical problems that can be useful in everyday life.
Benefits of Mathematics for Educational Quality
One of the most critical and fundamental advantages of teaching and studying mathematics in school is undoubtedly an improvement in the quality of education and student achievement. Mathematics learning trajectories can enable teachers to identify the current level of students’ knowledge and plan different strategies to support their learning (Yopp et al., 2019). Thus, the use of various methods of teaching this science contributes to the proper construction of a general curriculum for the class. The teacher can build on the existing level of knowledge among students and develop ways to encourage the development of more advanced mathematical thinking. The study of mathematics may become more difficult each time, but it is necessary for the full effect on the brain and young personality.
Creating a Supportive Learning Environment
To improve student achievement in mathematics, teachers also need to make efforts to create a more attractive learning environment to support students’ learning. The Taylor-Cox Case Study (2020) of the Professional Development Program further supports this idea by focusing on the importance of an enabling learning environment. The teacher’s increased attention to the development of mathematical thinking and new ideas for the lessons led to increased interest among students in the learning process. Thus, students should receive not only comfortable conditions for learning but also motivation for further development of their knowledge of mathematics. A critical component is the creation of a friendly atmosphere in the class to challenge the positive associations of the students.
Effective Teaching Strategies
The teacher in the class can use several strategies for teaching and teaching mathematics, which will help students develop logical thinking and visualization abilities. All systems should focus on students to focus on the importance of achievements. For example, using basic ten blocks helps students develop an understanding of place value and numerical concepts, which is an essential step towards training spatial thinking. Knowing about these blocks and being able to manipulate them, students can quickly develop an understanding of the meaning of each digit in the number, which is a valuable skill for the development of visualization.
Another example of an element of learning that can be useful to improve student performance and achievement is the use of a line of open numbers. This method is used to support addition and subtraction using counting and grouping strategies. In this case, the visual component of students’ thinking develops to a greater extent, as they can represent the process of adding or subtracting.
Teachers who have managed to create a mathematical way of thinking in their students using open numbers have helped students develop more complex strategies for solving more complex mathematical problems (Taylor-Cox, 2020). This kind of design helps students develop more advanced techniques to solve mathematical problems. In addition, it is a great way to develop logical thinking that can be useful in everyday life, for example, during a trip to the store and calculate the amount of money needed to buy goods.
Teaching the Structure of Word Problems
Finally, an essential element of learning in the mathematical classroom is teaching structures of word problems, which focuses on active mathematics learning. The student must break down word problems into specific systems, which in turn helps students develop an understanding of how to find the right approach to solving logical problems. For example, a student can better understand the mathematical concepts involved by defining the object, the mode of occurrence, and the actions a verbal problem performs. In simpler words, the identification of individual parts and the disciple’s teaching to divide the problem into several parts contribute to the faster development of thinking about more significant problems. In the higher grades, for example, solving problems with more than one action requires understanding how one sub-task might push the other.
Conclusion
It is worth noting once again that the education and study of mathematics are crucial to supporting and improving students’ achievements. By considering students’ opinions and interests, teachers can draw their own conclusions about the comfort and effectiveness of teaching. These findings help to improve students’ performance and interest in the learning process.
Using several strategies for teaching different mathematical problem-solving methods promotes visual and logical thinking among students, which contributes to better preparation for high school. An important factor is the development of rational thought, which can be helpful in everyday situations, such as a simple trip to the store. The goal, which is to improve student performance, can be achieved by teaching mathematics and creating a comfortable environment that enhances the quality of life.
References
Taylor-Cox, J. (2020). Building on children’s mathematical thinking: A case study of teacher learning in a professional development program. Teaching and Teacher Education, 92, 103091. Web.
Yopp, D. A., Burroughs, E. A., Sutton, J. T., & Greenwood, M. C. (2019). Variations in coaching knowledge and practice that explain elementary and middle school mathematics teacher change. Journal of Mathematics Teacher Education, 22(1), 5–36. Web.