Many occupations and employment opportunities require candidates for good training in. However, high school and higher school teachers observe that many students show disinterest or a certain fear regarding discipline. I wonder what may have happened during your school trajectory to contribute this perception. The reasons can be diverse. Each child develops their mathematical maturity at different times, and this is unrelated to intelligence – it’s just a matter of time. Mathematics is a cumulative discipline, and if the child loses the thread, it may end up disturbing and losing interest. In addition, there is a belief that the best math students are those who resolve exercises faster or easily memorize results.
Much of the study of mathematics is based on. Who never needed to decorate the table? According to Jo Boler, teaching teacher of mathematical education and co -founder of YouCubed, many believe that students with greater ease of memorizing results have better performance or more intelligent – which is not always true. Although memorization is part of the process, it should not be the focus. If it were, a calculator would be enough to solve the problem.
Teaching mathematics focusing on memorization and their collection in limited time, especially for children, can harm students in two ways. During a test, the part of the brain affected by anxiety is the same responsible for the functioning of memory, which can compromise student performance and shake their confidence in mathematics. With this, the student can develop what we call. According to Jo Boler, this block and stress tend to more impact girls and high performance students. That is, responding quickly to the multiplication table does not mean having greater mathematical skill but good memory.
The teacher suggests that the most important thing is to develop mathematical sense, that is, the ability to understand numerical relationships, allowing students to think and solve problems in different ways. Students with greater mathematical skills generally depend less on memorization and focus more on the development of problem solving strategies. Often, there are several ways to reach the same result, and this should be more emphasized in teaching than simple memorization. After all, the central point of mathematics is reasoning: understanding what methods they work, why and how they work.
Moreover, an important challenge to be faced is to change students’ perception of their own potential, that is, to make them understand that they can be improved and that intelligence and skills are not fixed. Many even believe that to succeed in mathematics it is necessary to have an innate gift and that men are naturally better in this area.
The teaching of mathematics can be improved by the inclusion of different activities and games that encourage mathematical sense inside and outside the classroom, contributing to the improvement of student performance. The use of games can start still in preschool, favoring numerical development and the skills of spatial reasoning of children. In addition, changing students’ perception of their own potential and deconstructing certain stereotypes can have positive effects. Interventions aimed at this change have shown promising results, both in increasing motivation and academic performance.
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