The language maths interface - 1
Background If you ask me to list two most underrated, neglected, aspects of entire K - 12 mathematics education, even in deep sleep I would say
Geometry
Language maths interface
Between them too, the second is more neglected. I really don't know from where this misconception entered into the education system that language and maths are two opposite fields of knowledge and that they are exclusive. You can either be good at maths or language. As a corollary, students keep a safe distance from the statement sums which in any case are towards the end of the chapter.
After teaching for over three decades, I am convinced that a strong language foundation is necessary for being good at maths. Although maths has its own language, grammar, syntax, but beyond executing simple four operations of addition, subtraction, multiplication and division, we need language sense to understand what is being discussed in the sum. Unfortunately, in their blind love, affection for their kids at early stages of learning, many parents tend to mark operator symbol against statement sums or at times even some teachers wrongly tell students misleading clues like “more means to add”, “went out” means subtract etc.
In the absence of mental struggle to understand the right operation to use, on his own, the child does not construct the real, mathematical processes and master's them through practice instead. Unfortunately, simple minded mothers taking studies in primary classes are not aware of the danger lying ahead once algebra starts. They strongly believe that practice is going to help being better at maths. Practice has its role, but in consolidating only what you know. Mindless practice of routine problems does not help develop higher order thinking skills. Like, if you just maintain a very low on intellect, labour intensive daily routine, you are less likely to develop higher order thinking skills as compared to another friend doing some teasers, quizzes, su kodu etc on a regular basis.
In my opinion, the pathetic indifference towards connecting, relating, language and maths has more to do with the sheer lack of understanding, appreciation of its importance than any design for not doing it.
Baby steps A thousand miles journey begins with a step. The very limited mathematics syllabus at the elementary school level gives ample scope to develop language - maths interface. Young kids can be asked to write a simple operation like 5 + 3 = 8 as
Five and three add up to give eight
Five plus three is eight
Eight is three more than five
Eight is five more than three
We need to add three to five to get eight
We need to five to three to get eight
These kind of statements, when written by her repeatedly for different addition, subtraction, multiplication and division facts will help the child construct her reality of numbers, operations, their meaning.
Ultimately, the arithmetic to algebra transition will become smooth.
Dr Prakash Moghe
8085906062, 7489447223
Wow that's so relatable, need of the hour
ReplyDeleteThanks Snehal
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