KUCHING: A change in the approach to teaching mathematics in schools is required to make the subject more enjoyable and engaging for students.
According to Science, Technology, Engineering, and Mathematics (STEM) head of department at Batu Lintang Teacher Education Institute, Lim Boon Yann, the approach in primary schools, particularly when teaching mathematics directly through symbols and equations, could be challenging and anxiety-inducing for students.
“Teaching mathematics by going directly to symbols, such as numbers and equations, without focusing on understanding the concepts behind them can be overwhelming and challenging for students, leading to anxiety and a lack of interest in the subject,” said Lim in a recent interview with the New Sarawak Tribune.
She explained that simply memorising steps in standard algorithms without understanding the underlying concepts could be burdensome for students.
“When steps are taught without understanding the concepts behind them, it becomes a burden to the students,” she said.
“Teaching them to memorise steps can be tough and may cause anxiety. Instead, we should teach the concept first, and once they understand it, memorisation becomes easier and more effective.”
Lim suggested that a better approach is to start connecting mathematics with students’ daily lives.
“Understanding is the key thing in mathematics,” said Lim. “To effectively teach mathematics, we need to start with the language of our students and relate it to their everyday lives.
“In this context, “students’ language” refers to the way that students express themselves and communicate their thoughts and ideas that are actually Mathematical problems.
“By relating to the students’ personal experience, like ‘I have 5 sweets but I lost one,’ we can help students easily understand concepts that can be translated into symbolic language, like 5 – 1.”
“When we teach mathematics to children, we don’t just write numbers on the board,” said Lim. “We provide physical objects that students can hold and feel, so they can understand why eighteen plus fifteen is thirty-three. This can be done by using manipulative aids, such as physical objects, and base ten blocks to help them move from something that is concrete to the standard algorithm.
While using manipulative aids can make it easier for students to understand mathematical concepts, they may still struggle when it comes to applying those concepts in abstract symbolic form. To address this, Lim emphasised the importance of visualisation, such as drawing, to help students see the mathematical problem they need to solve.
“By drawing a rectangle and dividing it into three equal parts, for example, we can represent a scenario where one third are girls and two thirds are boys. If there are 15 girls, how many boys are there? With this visual representation, the answer suddenly becomes clear.”
Furthermore, in order to make the subject of mathematics more engaging and enjoyable for students, teachers need to be creative, for example, planning a project-based learning activity.
Lim explained that by connecting mathematics with art and other subjects, such as creating a pop-up book, teachers could integrate knowledge of angles, measurements, and other mathematical concepts into fun and creative projects.
She concluded by saying, “Practice makes perfect. To do well in mathematics, you need to have plenty of practice. With practice, students can improve their visualisation skills and develop a better understanding of mathematical concepts.
