I strongly agree that it is important for teachers to understand that mathematics is to be taught through problem solving rather than memorizing formulas and methods and problem-based activities should be the vehicle which the desired curriculum is developed and the learning is the outcome of the problem solving method. After reading the chapters on problem solving; I realized that teachers teaching mathematics needs to have a paradigm shift and need to change their philosophy of how they think children learn. It is so different as compared to the way I learnt Mathematics during my time. Teachers must plan and develop interesting problem-based activities that could engage children in a fun and interesting manner and allow them to verify and relate their strategies as this process will allow them to grasp and understand mathematics on a deeper level also known as meta-cognition.
Many questions raced through my mind the moment we received the environmental task. How can we create meaningful and engaging context in a ‘real’ environment? What to select an appropriate problem-based task in a natural environment and at the same time, teaching children how to problem solve? Which age group are we targeting? Initially, we were merely brainstorming on the content area and where to conduct the activities that is suitable for preschoolers.
The content area that we brainstorm includes non-standard measurement, shapes, colours and numbers. Next, deciding where to have the activities is a big ‘headache’ to us as we have to think of safety reasons & boundaries. We need to clear and focus on our task as there are many things that environment can teach and the type of instruction to be given.
Eventually, after much consideration, we have decided to use the supermarket as it relates to their daily life. The task involved the children using different combinations of products, found in the supermarkets, to come to a total value of 5. The problem in the task for the children would be trying to come out with as many combinations of 5 as they can with their partner. Using the value card provided, the children need to work with their partner and justify with their partners how they can derive to the answer by matching the product to the number value. The group with the most combination wins the game. After deciding on the rules of game, our group went into the supermarket and started playing the game. We were giggling and playing happily in the supermarket.
After this activity, I learned that learning Mathematical concepts need not be directive as children are actively constructing their knowledge when they are involved in the learning process. The challenge to me now is “How to think of more interesting ways to teach Mathematical concepts in a fun manner so that children can enjoy the process of learning.”
No comments:
Post a Comment