Education experts are telling us that students aren\’t the only ones who need to learn and understand mathematics. Many elementary school teachers, the experts assert, don\’t have sufficient know-how to teach mathematics effectively. Test scores released recently reignited concerns about mathematics education in the US. The Program for International Student Assessment (PISA) found that on standardizes math tests, 15-year-olds in the United States trailed peers from 23 industrialized countries. Canada fares better but there is still much room for improvement.

(PISA is an international study that was launched by the Organisation for Economic Co-operation and Development, OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds\’ competencies in the key subjects: reading, mathematics and science. To date over 70 countries and economies have participated in PISA.)

In addition, Michigan State University professor William Schmidt reports that in recent research conducted on middle school mathematics teachers from 6 countries, the U.S. teachers scored at the bottom of the group when completing an algebra test. Teachers in Korea and Taiwan, where students acquire high marks on international testing, earned the best scores.

A major factor involved in how students learn mathematics is not whether or not the students sit in rows or in small groups at tables, or whether or not the teacher adopts Pedagogy X or Y, but whether or not the educator really understands the mathematics he or she is teaching. It is this understanding, combined with the knowledge of how students learn and how best to teach, that makes classroom teaching truly useful to students.

Children enter school with variations in background, knowledge, self-esteem, and ability to remain on task. Research has shown that students learn in different ways and at different rates, so teaching methods must address different learning styles and rates. In order to do this, a teacher must have a strong understanding of the material to be taught so that he or she can adapt how the concepts are to be presented and practiced with different students.

Teaching strategies are not based only on learning styles but also on whether a new concept is being introduced or if the purpose of the lesson is to reinforce the skills, knowledge and understanding previously learned.

When introducing new material it is important that students gain an understanding rather simply learn an algorithm. For instance, students may have the skill to add or subtract numbers using “carrying” or “borrowing” but not understand the concept of place value necessary for the addition and subtraction of money or decimals.

Manipulative materials such as pattern blocks, base ten blocks, positive and negative chips, or alge tiles are excellent tools to introduce concepts in a way that, for many students, is easier to understand.

Once students have grasped a concept, traditional approaches such as worksheets of questions or problems can provide practice. It is important for both the teacher and the students to realize the purpose is to reinforce the skills, knowledge and understanding previously learned. This means the questions have to be well thought out to ensure they include practice of skills, provide a clear understanding of concepts and opportunities to apply knowledge in different ways. Non-routine problems engage students’ interests while encouraging them to use different strategies to solve open ended problems.

Mathematics is not just about learning skills, it is also about understanding the concepts and applying knowledge in new and different situations. For this to happen teachers, homeschoolers, tutors, parents, and administrators need a better understanding of what it means to learn mathematics in the 21st Century. This requires different teaching methods, more active involvement of students, greater support and understanding from all those involved in educating students, and a belief that learning mathematics should be exciting and enjoyable.

Jim has almost 50 years of experience in teaching and consulting both in the teaching of mathematics from grade five to AP calculus, and in teacher education. He is an international conference and workshop presenter and an author and editor of mathematics textbooks. Jim holds a BSc (Honors) in Applied Mathematics and an MSc in Mathematics Education from Simon Fraser University, in Vancouver, BC.Visit Root7 to learn more about their advanced teaching resources

Jim has almost 50 years of experience in teaching and consulting both in the teaching of mathematics from grade five to AP calculus, and in teacher education. He is an international conference and workshop presenter and an author and editor of mathematics textbooks. Jim holds a BSc (Honors) in Applied Mathematics and an MSc in Mathematics Education from Simon Fraser University, in Vancouver, BC. He strongly believes all children can learn and enjoy mathematics. Jim and his associates at Root7 have developed computer based eBooks for the teaching of 5-9 math. Learn more at http://www.root7.ca

Author Bio: Jim has almost 50 years of experience in teaching and consulting both in the teaching of mathematics from grade five to AP calculus, and in teacher education. He is an international conference and workshop presenter and an author and editor of mathematics textbooks. Jim holds a BSc (Honors) in Applied Mathematics and an MSc in Mathematics Education from Simon Fraser University, in Vancouver, BC.Visit Root7 to learn more about their advanced teaching resources

Category: Education
Keywords: ebooks for teaching math, teaching grade 5 to 8 math, homeschool math, student centered learning