Educational strategies are the instructional methods and the learning activities used in imparting knowledge and skills to the learners. Mathematics being an abstract and empirical subject requires exciting ways to drive home the concepts and facts. To achieve this, mathematics teachers use several strategies which are not limited to gaming, problem-solving, group work, discussions, and research work.
Gaming is a strategy in which the teacher engages the students in games such as digital cards to solve problems. It helps develop psychomotor and communication skills of the learners even though time consuming. Problem-solving is a strategy in which the teacher illustrates using well done examples to the learners to guide them in organizing their solutions. It is more efficient in giving guidance to the learners in solving their problems but the strategy lacks in-depth analysis of the concept.
Group work is a strategy in which the teacher organizes students into small groups to solve problems. It improves learner’s communication skills as well as participation. Discussion is a strategy in which the teacher simply gives guidance to the learners as they solve problems, it gives the students an opportunity to have a broader view of the concept as well as develop confidence.
However, it is time consuming and leads to unequal participation. Research work is a strategy in which learners carry out further study to ascertain a concept or fact enabling them to have full mastery of the concept as they are able to extensively research.
If mathematics were food, I would break it into small pieces, chew it, swallow it, and digest it. In breaking it, I would use problem-solving strategy in which I would give effective problem-solving solutions to the students to act as a basis upon which learners organize their solutions as well as their thinking.
In chewing it, I would organize the students into small groups so that they mull over the problems and come up with appropriate responses which enhance students’ participation in class work. In swallowing it, I would conduct class discussion in which I would choose randomly a group to come forward to explain their response before the classmates; this enables the students to evaluate the solutions and arguments of their classmates by allowing them to voice their agreements or disagreements.
This would go along way in ensuring full participation as they would actively listen to their classmates’ explanations. Lastly I would digest it, in so doing, I would instruct the learners to carry out further studies to enhance their thinking as well as have firm grasp of the concept. A first glimpse into mathematics education indicates practicality in nature as well as a necessity in life.
This is well demonstrated from methodology to the learning activities implored in teaching it. It is a subject meant to improve the thinking ability of the learners due to its abstract nature. Not only does a quick look into the teaching aids attest to this, but also the subject content (Reys, Lindquist, Lambdin, & Smith, 2009).
Learning resources is part and parcel of the strategies used in teaching mathematics in form of models, regalia, maps, references, and diagrams. These tools assist learners to visualize and internalize the concept. As a teacher, effective delivery of content starts right at preparation.
This places high significance in preparation commencing with mastery of the content accompanied by the teacher’s notes, reference materials, relevant teaching aids, and good classroom management during presentation of the content (Reys, Lindquist, Lambdin, & Smith, 2009). The resources help break down the content especially the abstract concepts into simpler bits which can be understood by the students.
In the changing world, teaching mathematics needs a dynamic and flexible approach to accommodate these variances of technology and inventions. Teaching mathematics in primary employs gaming as a strategy. Games use natural sense of fun to impart concepts and facts.
In the classroom, this is achieved by creating space for playing mathematics games or using digital cards. Besides games, use of colorful objects is also incorporated (Booker, Bond, Sparrow, & Swan, 2010). These objects have the ability to help young learners learn about numbers easily as bright colors attract and hold their attention.
References
Booker, G., Bond, D., Sparrow, L., & Swan, P. (2010). Teaching primary mathematics (4th edition). Frenchs Forest, NSW: Pearson Australia.
Reys, R., Lindquist, M., Lambdin, D., & Smith, N. (2009). Helping children learn mathematics (9th edition). New York: John Wiley & Sons.