Maths is one of the crucial and necessary subject we have to learn in school. Everyone has to go through it.
Some like it, while some fear it. Have you wonder why?
Actually this fear is not only towards maths. The underlying reasons applies to anything we do.
It could be literature, Chinese language, dancing, or even driving and riding a bicycle.
What we have to do to reduce maths anxiety is to know why the fear occurs.
One of the issue links to the confidence level. This affects the comfort level. With things we are not comfortable, we tend to avoid. Avoiding make us do less of the subject.
We thus lack practices.
Learning maths involves 2 parts, namely:-
1) Procedural skills, and
2) Conceptual understanding.
Different stages / levels in the learning journey entails different focus of these 2 stages.
To have a better understanding, you may go to this maths site to read more.
It is rather enlightening.
Learning anything needs a plan. (Procedure ==> Conceptual ==> Application)
If fear is the barrier, and causes obtrusion to learning, seek out why.
We grow as a result of this process.
Maths is one target in life that we can use to challenge yourself, besides the tools and techniques picked up to solve mathematical problems.
It involves character development as well, if you border to analyse the learning process.
Finally, to motive any maths learners,
just know that "Maths Is Interesting!".
You will then like maths, and anything you set forth to master.
Cheers! :-D.
Showing posts with label maths anxiety. Show all posts
Showing posts with label maths anxiety. Show all posts
Friday, 17 February 2012
Saturday, 5 March 2011
Explanation of the Elimination Method
Solving of Simultaneous equations may require one common technique called "Elimination" method.
From the name, we know that it has to eliminate or remove something from the equations.
The target is one selected variable or unknown in the mathematical equations.
However, when approaching this method, you noticed that it involved the subtraction (or addition) of equations.
The question is "Can equations be subtracted?".
And "What is the real meaning of subtracting equations?"
My answers:-
Yes, equations can of course be subtracted. Equations are like other items, e.g. apples, chairs.
The real meaning of subtracting equations is not that apparent.
The true and desired wish to subtract equations boils down to commonising a certain coefficient of a variable.
With this common coefficient, it will then be able to remove this mathematical unknown.
(It is not really the direct processing of equations, and the magical removal of variable as a result!)
We commonise the coefficient of the selected variable first before subtracting the equations in order that same items are eliminated.
Hope this clarify some doubts of new learners to simultaneous equations solvers.
Concepts have to be learned upfront without pending questions for complete understanding and smooth follow-up learning in the later stage. Seek to clarify any doubts as far as possible.
It will reduce maths anxiety and allow you to enjoy maths as a result. The reward of clearing any doubts cannot be spelled out in words but through actual working and practice with proper analysis.
I believe you support this notion.
Cheers to maths.
.
From the name, we know that it has to eliminate or remove something from the equations.
The target is one selected variable or unknown in the mathematical equations.
However, when approaching this method, you noticed that it involved the subtraction (or addition) of equations.
The question is "Can equations be subtracted?".
And "What is the real meaning of subtracting equations?"
My answers:-
Yes, equations can of course be subtracted. Equations are like other items, e.g. apples, chairs.
The real meaning of subtracting equations is not that apparent.
The true and desired wish to subtract equations boils down to commonising a certain coefficient of a variable.
With this common coefficient, it will then be able to remove this mathematical unknown.
(It is not really the direct processing of equations, and the magical removal of variable as a result!)
We commonise the coefficient of the selected variable first before subtracting the equations in order that same items are eliminated.
Hope this clarify some doubts of new learners to simultaneous equations solvers.
Concepts have to be learned upfront without pending questions for complete understanding and smooth follow-up learning in the later stage. Seek to clarify any doubts as far as possible.
It will reduce maths anxiety and allow you to enjoy maths as a result. The reward of clearing any doubts cannot be spelled out in words but through actual working and practice with proper analysis.
I believe you support this notion.
Cheers to maths.
.
Thursday, 27 May 2010
Purpose of Variables in Algebra
'
Unknowns are literally unknowns.
In maths, these unknowns are a cuause formaths anxiety.
When you are in unfamiliar territory, you will naturally be uncomfortable and unease.
This is the same feelingwhen dealing with unknowns in maths.
Algebra came to the rescue for this problems.
Here, you will find unknowns named as "variables".
They served as "parking lots" for the final answers or unknowns.
In this algebra, you replace the variables for final numbers and work with them as though you already know them.
You simply go through the motion of solving the question with any given condition and numbers / data.
Upon finally reaching the last step, the numerical answers for the problem will be revealed.
This is the power of the variables in algebra.
Just simply work along, and not be fearful of the unknowns.
The steps will align you to the final answers.
Cheers!
Maths is interesting!
.
Unknowns are literally unknowns.
In maths, these unknowns are a cuause formaths anxiety.
When you are in unfamiliar territory, you will naturally be uncomfortable and unease.
This is the same feelingwhen dealing with unknowns in maths.
Algebra came to the rescue for this problems.
Here, you will find unknowns named as "variables".
They served as "parking lots" for the final answers or unknowns.
In this algebra, you replace the variables for final numbers and work with them as though you already know them.
You simply go through the motion of solving the question with any given condition and numbers / data.
Upon finally reaching the last step, the numerical answers for the problem will be revealed.
This is the power of the variables in algebra.
Just simply work along, and not be fearful of the unknowns.
The steps will align you to the final answers.
Cheers!
Maths is interesting!
.
Wednesday, 17 March 2010
Hidden Clues in Maths Questions
There are different levels in any educational system.
This goes with the learning of mathematics too.
At various level of learning, you will be presented with different level of complexity.
At the elementary stage, you will be shown maths questions that are real straight forward type.
At intermediate, a bit of mind twisting has to be done to resolve any challenge.
At the highest level, the questions come embedded with hidden clues to be discovered by learners and used to continue with the solving process.
But hidden clues are now becoming the norm among intermediate level due to its benefits to prevent pure memorising of mathematical technique.
A example of this interesting "hidden clue" can be seen in my Math Challenge 23.
There anyone taking up the challenge needs another step in order to "see" through the simple trick of solving the issue.
(Note: The challenge requires only one step to calculate the area of the path).
Multi-discipline is thus needed for merit of helping get the answer.
Knowledge in utilising maths tools and technique are not sufficient these days.
Maths students have to know some basic theory of motional replacement to understand Math Challenge 23.
Hence, to master mathematics, it will be good to read more, especially, topics outside maths.
This enlarge your understanding of real-life cases roped into maths questions.
Maths is interesting in this manner since it involves not only one learning discipline but encompasses more.
Enjoy maths. It widens your perspective of the world.
:-)
This goes with the learning of mathematics too.
At various level of learning, you will be presented with different level of complexity.
At the elementary stage, you will be shown maths questions that are real straight forward type.
At intermediate, a bit of mind twisting has to be done to resolve any challenge.
At the highest level, the questions come embedded with hidden clues to be discovered by learners and used to continue with the solving process.
But hidden clues are now becoming the norm among intermediate level due to its benefits to prevent pure memorising of mathematical technique.
A example of this interesting "hidden clue" can be seen in my Math Challenge 23.
There anyone taking up the challenge needs another step in order to "see" through the simple trick of solving the issue.
(Note: The challenge requires only one step to calculate the area of the path).
Multi-discipline is thus needed for merit of helping get the answer.
Knowledge in utilising maths tools and technique are not sufficient these days.
Maths students have to know some basic theory of motional replacement to understand Math Challenge 23.
Hence, to master mathematics, it will be good to read more, especially, topics outside maths.
This enlarge your understanding of real-life cases roped into maths questions.
Maths is interesting in this manner since it involves not only one learning discipline but encompasses more.
Enjoy maths. It widens your perspective of the world.
:-)
Tuesday, 6 October 2009
Time Mathematics | Tips On Avoiding Mistakes
Dealing with time and its calculation can be a bit tricky sometimes.
There are the hours, the minutes and the seconds to handle.
We can add or subtract them.
We do not operate in the hundreds, or ones, like any simple arithmetric.
We are calculating in terms of sixties.
1 hour = 60 minutes
1 minute = 60 seconds
Hence when given a maths question on subtracting two times, how do we go about to avoid mistakes?
Let's take an example to illustrate.
Question:
John start his journey to the market at 09:15am. If he arrived at the market at 10:05am, how long did he travelled?
Approach 1:
We can use the conventional method of carrying back 60 to the minutes, since the ending minute is smaller than the starting minute. And reducing the 10 to 9 (hour).
Next, we can then subtract with the new numbers.
That is 9:65 - 9:15 = 50 minutes.
This answer is fine.
Approach 2:
Change all the times to mintes.
10:05 ==> (10 x 60) + 5 = 605
09:15 ==> ( 9 x 60) + 15 = 555
Subtracting the two new numbers gives 50 minutes directly.
And that is the answer!
Remarks:
Comparing approach 1 with approach 2, you would notice that the latter seems to be simpler.
Why so?
This is because we have simplified the mixture of hours and minutes to only one dimension, that is, the minutes.
Thus, subtracting the newly created numbers involved only the minutes, avoiding the distraction of handling the hours.
To do maths, clear the mind of the unnecessary.
In the example above, we have removed the "hours" factor to focus purely on the "minutes".
Maths is interesting in that it is up to us to "play" with the techniques.
We can work with it or go against it.
The choice is up to us to select.
Hope you pick up some tips to make maths interesting.
Cheers!
:-D
There are the hours, the minutes and the seconds to handle.
We can add or subtract them.
We do not operate in the hundreds, or ones, like any simple arithmetric.
We are calculating in terms of sixties.
1 hour = 60 minutes
1 minute = 60 seconds
Hence when given a maths question on subtracting two times, how do we go about to avoid mistakes?
Let's take an example to illustrate.
Question:
John start his journey to the market at 09:15am. If he arrived at the market at 10:05am, how long did he travelled?
Approach 1:
We can use the conventional method of carrying back 60 to the minutes, since the ending minute is smaller than the starting minute. And reducing the 10 to 9 (hour).
Next, we can then subtract with the new numbers.
That is 9:65 - 9:15 = 50 minutes.
This answer is fine.
Approach 2:
Change all the times to mintes.
10:05 ==> (10 x 60) + 5 = 605
09:15 ==> ( 9 x 60) + 15 = 555
Subtracting the two new numbers gives 50 minutes directly.
And that is the answer!
Remarks:
Comparing approach 1 with approach 2, you would notice that the latter seems to be simpler.
Why so?
This is because we have simplified the mixture of hours and minutes to only one dimension, that is, the minutes.
Thus, subtracting the newly created numbers involved only the minutes, avoiding the distraction of handling the hours.
To do maths, clear the mind of the unnecessary.
In the example above, we have removed the "hours" factor to focus purely on the "minutes".
Maths is interesting in that it is up to us to "play" with the techniques.
We can work with it or go against it.
The choice is up to us to select.
Hope you pick up some tips to make maths interesting.
Cheers!
:-D
Wednesday, 30 September 2009
A Simple Way To Reduce Maths Errors
Anyone doing maths will know that making maths errors is very frustrating as the results obtained will definitely be wrong.
Just a simple slip-of-the-mind type of error can cause havoc.
Once a step is incorrect, the following steps will make use of the wrong numbers to "accumulate" the errors.
If the maths teacher is merciful, she will look for the application of concepts instead of hard numbers or the final outcome.
But maths is maths.
Numbers are always there.
Techniques and systematic approach are almost a must in handling maths questions.
So can we avoid making maths errors if every step is important?
Yes, if you try hard. But note, we are human. Thus to completely eliminate errors everytime is calling for being an angel!
One simple way to reduce maths mistakes is to stay focus.
Being focus and understanding the maths probem is one of the easy method to solve making careless mistakes.
Pay attention to ever steps you write and know the purpose of each working.
Every expression must have a meaning. Otherwise what for write it down as a working.
Simply focus and do not be distracted by the surrounding. This is one of the main cause of making errors.
If you are working in front of the television, switch it off or re-locate to another pleasant place.
If there is too many people around and talking aloud, move away if you do not have any ear plugs.
Just stay away from areas or surroundings that are dysfunctional to your maths learning (and in fact to any learning).
Apply what I wrote and you will find a different.
Happy maths learning and do not forget that "Maths Is Interesting!"
:-)
Just a simple slip-of-the-mind type of error can cause havoc.
Once a step is incorrect, the following steps will make use of the wrong numbers to "accumulate" the errors.
If the maths teacher is merciful, she will look for the application of concepts instead of hard numbers or the final outcome.
But maths is maths.
Numbers are always there.
Techniques and systematic approach are almost a must in handling maths questions.
So can we avoid making maths errors if every step is important?
Yes, if you try hard. But note, we are human. Thus to completely eliminate errors everytime is calling for being an angel!
One simple way to reduce maths mistakes is to stay focus.
Being focus and understanding the maths probem is one of the easy method to solve making careless mistakes.
Pay attention to ever steps you write and know the purpose of each working.
Every expression must have a meaning. Otherwise what for write it down as a working.
Simply focus and do not be distracted by the surrounding. This is one of the main cause of making errors.
If you are working in front of the television, switch it off or re-locate to another pleasant place.
If there is too many people around and talking aloud, move away if you do not have any ear plugs.
Just stay away from areas or surroundings that are dysfunctional to your maths learning (and in fact to any learning).
Apply what I wrote and you will find a different.
Happy maths learning and do not forget that "Maths Is Interesting!"
:-)
Sunday, 27 September 2009
Maths Symbols versus Real life Applications| Teaching style
'
Is maths interesting and is easy to learn or teach?
There are always argument over how to really capture maths students' attention and make them understand the principles and concepts in maths.
One school of thought is to approach the real life case studies.
Here actual applications are taught to make aware the usefulness of maths.
Problem-based case studies are planned into the curriculum to allow the learners to learn maths.
Another approach that is conventional is to pump in concepts and techniques using symbols and hard formulae.
Here students learn maths consists of symbols and their true meaning in the workings.
No real life indication is mentioned or just skimmed through. The focus is purely the use of maths tools to solve questions.
What are the advantages and disadvantages?
1) For real life approach, there are chances that the learners may couple their maths learning to only that particular application.
If train speed is mentioned or used, the students may only understand that the maths tools apply to train and not areoplane. The scope of aplication is a factor and serve to be a disadvantage.
The advantage is that the learners can relate to the usefulness of maths and will pay more attention and feel more fulfilled.
2) The advantage of pure symbolic approach in the conventional teaching method is that scope of the maths tools are wide. No tying down of the maths techniques to any specific area enables fredom of use.
The disadvantage, of course, is that the students may take a longer time to see that actual useulness of the maths tools and principles.
So what is the best method to learn maths?
I suppose the answer lies with the type of students and the topics to be taught.
No one way is best.
It has to be customised to suit the students or majority of them
Flexibility is thus the best methods and getting a good maths teacher who can read the minds of the students is the better choice.
If the classroom teacher is not up to expectation or has some constraints, it will be good to look for private tutors to brush up the maths learning. Note, classroom teaching does not cater for individual needs and this is a fact.
Happy maths learning.
Maths is interesting!
Don't forget it.
:-)
Is maths interesting and is easy to learn or teach?
There are always argument over how to really capture maths students' attention and make them understand the principles and concepts in maths.
One school of thought is to approach the real life case studies.
Here actual applications are taught to make aware the usefulness of maths.
Problem-based case studies are planned into the curriculum to allow the learners to learn maths.
Another approach that is conventional is to pump in concepts and techniques using symbols and hard formulae.
Here students learn maths consists of symbols and their true meaning in the workings.
No real life indication is mentioned or just skimmed through. The focus is purely the use of maths tools to solve questions.
What are the advantages and disadvantages?
1) For real life approach, there are chances that the learners may couple their maths learning to only that particular application.
If train speed is mentioned or used, the students may only understand that the maths tools apply to train and not areoplane. The scope of aplication is a factor and serve to be a disadvantage.
The advantage is that the learners can relate to the usefulness of maths and will pay more attention and feel more fulfilled.
2) The advantage of pure symbolic approach in the conventional teaching method is that scope of the maths tools are wide. No tying down of the maths techniques to any specific area enables fredom of use.
The disadvantage, of course, is that the students may take a longer time to see that actual useulness of the maths tools and principles.
So what is the best method to learn maths?
I suppose the answer lies with the type of students and the topics to be taught.
No one way is best.
It has to be customised to suit the students or majority of them
Flexibility is thus the best methods and getting a good maths teacher who can read the minds of the students is the better choice.
If the classroom teacher is not up to expectation or has some constraints, it will be good to look for private tutors to brush up the maths learning. Note, classroom teaching does not cater for individual needs and this is a fact.
Happy maths learning.
Maths is interesting!
Don't forget it.
:-)
Saturday, 9 May 2009
Learning Math Topics in Isolation
Learning encompasses linking with other area and related topics.
Learning thing with disregard for other is alright for the sake of triggering the mind. But does it benefits more if linked to others?
Does indices related to quadratic equation?
Does multiplication relates to addition?
Does complex number relates to algebra?
All the above questions are common in the mind of a math learners.
If you do not have these questions along the learning phase, something is very wrong.
Learning math in isolation is similar to living in an isolated island all by yourself.
You do not know what is happening in the world.
You do not know if there is famine somewhere, or swine flu going round, or a plane crash near you.
Math has to be done with linkage to many other mathematical topics. It cannot be done in isolation.
Math is a tool that solves real-life problems. With mastery of various mathematical concept and relation among them, you will be better prepare to solve more problems.
Many a time, you will come across students who just study topical math without knowing that they can apply what have been taught to them previously.
They start fresh when a new topic is introduced.
Algebra is different from complex number.
The addition in complex number is done differently from that done in algebra. That's what they assumed, since the heading is different!
Interesting learning ways, right?
That is human nature, to be frank. Only when you are told, sometimes, otherwise you will not know it. Adults learn through experience that this assumption is pulling you down.
The ability to link many things together is a very beneficial skill to permanently internalise.
This does not point to math alone. Others apply.
Math can be tough if learned using an improper learning method.
One good technique is the linking technique where you will see yourself happily doing math, being able to apply and solve questions using previous and current taught concepts.
It motivates you.
This is the STARTING point if you are unaware. This is the point where it decides whether you can sustain math learning.
Learn wide and later deep into math. But start with the correct footing. Link as much to previous as possible. It will be a sure way to happy math doing.
:-) I like math!
.
Learning thing with disregard for other is alright for the sake of triggering the mind. But does it benefits more if linked to others?
Does indices related to quadratic equation?
Does multiplication relates to addition?
Does complex number relates to algebra?
All the above questions are common in the mind of a math learners.
If you do not have these questions along the learning phase, something is very wrong.
Learning math in isolation is similar to living in an isolated island all by yourself.
You do not know what is happening in the world.
You do not know if there is famine somewhere, or swine flu going round, or a plane crash near you.
Math has to be done with linkage to many other mathematical topics. It cannot be done in isolation.
Math is a tool that solves real-life problems. With mastery of various mathematical concept and relation among them, you will be better prepare to solve more problems.
Many a time, you will come across students who just study topical math without knowing that they can apply what have been taught to them previously.
They start fresh when a new topic is introduced.
Algebra is different from complex number.
The addition in complex number is done differently from that done in algebra. That's what they assumed, since the heading is different!
Interesting learning ways, right?
That is human nature, to be frank. Only when you are told, sometimes, otherwise you will not know it. Adults learn through experience that this assumption is pulling you down.
The ability to link many things together is a very beneficial skill to permanently internalise.
This does not point to math alone. Others apply.
Math can be tough if learned using an improper learning method.
One good technique is the linking technique where you will see yourself happily doing math, being able to apply and solve questions using previous and current taught concepts.
It motivates you.
This is the STARTING point if you are unaware. This is the point where it decides whether you can sustain math learning.
Learn wide and later deep into math. But start with the correct footing. Link as much to previous as possible. It will be a sure way to happy math doing.
:-) I like math!
.
Friday, 27 March 2009
Application of Algebra
'
I have seen lower primary school kids learning mathematics.
They are exposed to many logic "games" which tested their mathematically analytical skill.
One of them is the math Word problem topic.
Here they are always given a scenario and asked to give an answer.
They are not taught algebra, however.
The expectation is for them to think out logically.
This is good in a way.
But along the journey of learning mathematics, they will sooner or later be told of an exciting area called the "Algebra".
Here, algebra comes in helpful for those who did not do well in the logical word problem questions.
Why?
It is because, in algebra, the unknown can be replaced by a symbol, normally a letter.
This solves the poor kid the time to "guess" the answers, with iteration of checking and re-trying at times.
With the use of algebra, the kid can attach the unknown to a letter and proceed with the calculation.
When this algebra concept is not mastered at a later stage while studying math, the learner will face tremendous obstacles along the way. The meaning of the "letter" will be an alien to him, not knowing the power of its usage, and thus the magic of algebra application.
Thus, in conclusion, any math student has to die-die, managed simple algebra in order to have a good time learning math.
Hope this advise and information helps.
:-)
I have seen lower primary school kids learning mathematics.
They are exposed to many logic "games" which tested their mathematically analytical skill.
One of them is the math Word problem topic.
Here they are always given a scenario and asked to give an answer.
They are not taught algebra, however.
The expectation is for them to think out logically.
This is good in a way.
But along the journey of learning mathematics, they will sooner or later be told of an exciting area called the "Algebra".
Here, algebra comes in helpful for those who did not do well in the logical word problem questions.
Why?
It is because, in algebra, the unknown can be replaced by a symbol, normally a letter.
This solves the poor kid the time to "guess" the answers, with iteration of checking and re-trying at times.
With the use of algebra, the kid can attach the unknown to a letter and proceed with the calculation.
When this algebra concept is not mastered at a later stage while studying math, the learner will face tremendous obstacles along the way. The meaning of the "letter" will be an alien to him, not knowing the power of its usage, and thus the magic of algebra application.
Thus, in conclusion, any math student has to die-die, managed simple algebra in order to have a good time learning math.
Hope this advise and information helps.
:-)
Monday, 16 March 2009
Not Knowing Maths Is OK
.
Anxiety is caused by not being able to fulfill your desire but strongly wishing for it.
Maths anxiety is likewise. Wanting to master maths but is unable to grasp the concepts.
Don't worry. It is not the end of the world!
Maths is just a tool for you to solve problems easily.
Maths lets you have a systematic approach in solving questions.
But if you do not understand maths, does it mean that you cannot solve problems?
You still can, but maybe only through more guessing (that is, non-systematical).
While learning or doing your maths homework, forgo the idea to quickly master the topic.
Forcing your learning through at a faster pace than you are able to handle does not serve any purpose.
Learning needs time to digest and analyse information. It is just like eating a meal.
Eating too fast will get you indigestion!
Same to learning maths, as well as other subjects.
Just understand that not knowing maths is OK.
Knowing maths is a privilege, a bonus.
With this mindset, you will find maths interesting.
It is a tool only for helping you find answers in an "education" and impressive way.
Life still goes on without you knowing maths.
(In fact, you actually use it, except that you did not know that it is called maths!).
Does this message make you feel better?
Hope it does.
Let maths be your slave.
And not you being the slave to maths.
Cheers! :D
.
Anxiety is caused by not being able to fulfill your desire but strongly wishing for it.
Maths anxiety is likewise. Wanting to master maths but is unable to grasp the concepts.
Don't worry. It is not the end of the world!
Maths is just a tool for you to solve problems easily.
Maths lets you have a systematic approach in solving questions.
But if you do not understand maths, does it mean that you cannot solve problems?
You still can, but maybe only through more guessing (that is, non-systematical).
While learning or doing your maths homework, forgo the idea to quickly master the topic.
Forcing your learning through at a faster pace than you are able to handle does not serve any purpose.
Learning needs time to digest and analyse information. It is just like eating a meal.
Eating too fast will get you indigestion!
Same to learning maths, as well as other subjects.
Just understand that not knowing maths is OK.
Knowing maths is a privilege, a bonus.
With this mindset, you will find maths interesting.
It is a tool only for helping you find answers in an "education" and impressive way.
Life still goes on without you knowing maths.
(In fact, you actually use it, except that you did not know that it is called maths!).
Does this message make you feel better?
Hope it does.
Let maths be your slave.
And not you being the slave to maths.
Cheers! :D
.
Monday, 18 August 2008
How To Reduce Stress In Learning Maths
Have you been caught having to memorise maths formulae, the mathematical concepts, the "little" tricks, and the progressive steps in a given duration that many claimed to be too short?
"How to remember?"
"Why teach so fast?"
"Any simpler method?"
These are sampled questions that express the stress and anxiety that many students faced.
Though some of the components of teaching and learning can be simplified, they take time to implement with due consideration for many other factors like curriculum, key learning objectives, and quality.
What then can we do to lessen the stress that keep on coming?
The answer is to stay focus and be aware of the key objectives of the topic.
If the maths topic is about logarithm and its various laws, the objectives should be to apply the logarithmic laws to solve any related maths questions.
Do not ask questions like :-
"Why must I write the base with a smaller font size?" and
"Why do I need to add the individual logs to form a logarithmic product?".
Asking questions is definitely good for learning, but in these instances, the focus is not to dig out the history part of logarithmic studies.
The main aim is understanding the application of the laws in order to apply and solve problems. It is simply just that!
Trying to find out more than what the maths syllabus calls for within the short time frame is tantamount to facing learning disaster.
Just know that analysing too much into a subject or topic is equivalent to paralysing the learning mind. Stress, thus, appears and starts getting on your nerves!
Remove the unnecessary questions that blocks the main objectives and move along with the requirements. Pick up the extras only if you have the time and in a comfortable and relaxed mood.
Why cause undue stress and anxiety upon yourself if the key matters in maths learning is not treated properly?
Contain the scope and stay focus!
Do not dwell on things that are not the main issue and causing mental blockage. Accept what is taught for the moment, and coming back for in-depth understanding after mastering the necesary.
(NOTE: You still have to fully understand the topic, the approach explained here is to "buy" time to release some stress.)
This way, learning maths will not be that stressful and will become fun, since the basics can be managed comfortably with understanding.
:-)
"How to remember?"
"Why teach so fast?"
"Any simpler method?"
These are sampled questions that express the stress and anxiety that many students faced.
Though some of the components of teaching and learning can be simplified, they take time to implement with due consideration for many other factors like curriculum, key learning objectives, and quality.
What then can we do to lessen the stress that keep on coming?
The answer is to stay focus and be aware of the key objectives of the topic.
If the maths topic is about logarithm and its various laws, the objectives should be to apply the logarithmic laws to solve any related maths questions.
Do not ask questions like :-
"Why must I write the base with a smaller font size?" and
"Why do I need to add the individual logs to form a logarithmic product?".
Asking questions is definitely good for learning, but in these instances, the focus is not to dig out the history part of logarithmic studies.
The main aim is understanding the application of the laws in order to apply and solve problems. It is simply just that!
Trying to find out more than what the maths syllabus calls for within the short time frame is tantamount to facing learning disaster.
Just know that analysing too much into a subject or topic is equivalent to paralysing the learning mind. Stress, thus, appears and starts getting on your nerves!
Remove the unnecessary questions that blocks the main objectives and move along with the requirements. Pick up the extras only if you have the time and in a comfortable and relaxed mood.
Why cause undue stress and anxiety upon yourself if the key matters in maths learning is not treated properly?
Contain the scope and stay focus!
Do not dwell on things that are not the main issue and causing mental blockage. Accept what is taught for the moment, and coming back for in-depth understanding after mastering the necesary.
(NOTE: You still have to fully understand the topic, the approach explained here is to "buy" time to release some stress.)
This way, learning maths will not be that stressful and will become fun, since the basics can be managed comfortably with understanding.
:-)
Thursday, 7 August 2008
Maths Book - A Useful Companion
Maths is a special subject that differs from the rest of those knowledge and text-based type of subjects. Its mathematical concept, equations and expressions are all presented in symbols and number, with mathematical variables coming into the picture.
This causes maths learners to consider maths as a subject that need special attention.
Depending on how they receive the maths lesson, some learners will end up fearing maths, and some will embrace it with enthusiasm. Many factors are involved in their learning journey that moulded their attitude towards maths.
It could be past history of maths study, teachers' expectation, improper guidance, individual learning style, etc. The list may expand as the learners move on in their learning journey.
The topics will get more complicated and learning maths shifts more towards self-understanding. What happen when they encounter problems and is too shy to ask?
The answer lies in having a good "off-line" teacher or advisor. This "off-line" teacher can be their parents, their friends or any person close to them.
However, these people may not be with them every time they encounter a maths problem.
They may need immediate attention to the problem and in need of advice to continue with the specific topics. Without anyone to ask, they are stuck till help comes.
What then is the next best solution to this?
A good solution is to get a good or easily understandable maths book. Keep it in a convenience place for easy access. It will be your "off-line" maths teacher.
It can come in handy when help from people cannot be found. This book will then be your saviour and acts as a maths guide or advisor to you.
Therefore it is necessary to get a good, easy-to- read maths book to prepare for times like this. Getting a lousy or information-lacking book will be equivalent to getting an undedicated maths teacher.
Having a good maths book by your side, while learning, will give you a sense of confidence also. It comes about as you very well knows that help is always around the corner. Obstacles can be cleared fast and easy, and your learning will be more comfortable and less stressful due to the fact that you have a good companion, your dependable maths book.
Tips:
-Use the maths book as often as you can.
-Do not use it only in times of problem or when there is no other help.
-Treat the book with respect and learn to love it.
The respecting attitude formed will do you good as a person as habit gets strengthened and will ultimately get infused into your personality.
So, go shopping for a maths companion right now, if you do not have one .....
:)
.
This causes maths learners to consider maths as a subject that need special attention.
Depending on how they receive the maths lesson, some learners will end up fearing maths, and some will embrace it with enthusiasm. Many factors are involved in their learning journey that moulded their attitude towards maths.
It could be past history of maths study, teachers' expectation, improper guidance, individual learning style, etc. The list may expand as the learners move on in their learning journey.
The topics will get more complicated and learning maths shifts more towards self-understanding. What happen when they encounter problems and is too shy to ask?
The answer lies in having a good "off-line" teacher or advisor. This "off-line" teacher can be their parents, their friends or any person close to them.
However, these people may not be with them every time they encounter a maths problem.
They may need immediate attention to the problem and in need of advice to continue with the specific topics. Without anyone to ask, they are stuck till help comes.
What then is the next best solution to this?
A good solution is to get a good or easily understandable maths book. Keep it in a convenience place for easy access. It will be your "off-line" maths teacher.
It can come in handy when help from people cannot be found. This book will then be your saviour and acts as a maths guide or advisor to you.
Therefore it is necessary to get a good, easy-to- read maths book to prepare for times like this. Getting a lousy or information-lacking book will be equivalent to getting an undedicated maths teacher.
Having a good maths book by your side, while learning, will give you a sense of confidence also. It comes about as you very well knows that help is always around the corner. Obstacles can be cleared fast and easy, and your learning will be more comfortable and less stressful due to the fact that you have a good companion, your dependable maths book.
Tips:
-Use the maths book as often as you can.
-Do not use it only in times of problem or when there is no other help.
-Treat the book with respect and learn to love it.
The respecting attitude formed will do you good as a person as habit gets strengthened and will ultimately get infused into your personality.
So, go shopping for a maths companion right now, if you do not have one .....
:)
.
Saturday, 26 July 2008
Overcoming Maths Exam Anxiety
Everyone knows this thing about Maths Exam Anxiety.
No students like it.
During exam revision period, many maths students are tensed up preparing for the challenge.
There are many ways and strategies to revise.
Working in groups?
Or alone at a secluded location isolated from mankind?
Revised one day before?
Or one month before?
Spotting potential questions or study all?
Actually there is no one way to revise.
The ultimate strategy is still to one's liking. As long as one is comfortable with the method, try it.
If it does not work, explore other method or strategy.
But do not keep on trying.
You know why!
Exam will be over by then, right?
Basically, I would suggest some pointers (as a maths teacher) to overcome this maths exam anxiety:
1) Do more maths questions to recap knowledge acquired
2) Work as a group to leverage on each others' strengths and understanding (depending on one's learning style, may not always suit everyone)
3) Participate more in class quiz or activities led by maths teacher
4) Do not stay late into the night for revision one day before the actual exam
5) Stay fit physically by doing exercise to keep the mind clear
6) Be proactive in learning with positive confidence attitude
The above are pointers that you may follow.
But, the truly best way to learn maths is continuous practice and reading up during normal maths lesson time.
It is especially beneficial if you can read the maths topics taught within one day to keep the newly acquired knowledge fresh.
DO NOT LEAVE everything till the LAST MINUTE!
This is bad for your maths learning. The human brain needs time to digest information over a period of time, and squeezing everything into a short period of time is not only challenging but putting your result at stake.
Why risk it? You do not deserve this!
With proper learning schedule and planning, you CAN enjoy maths and do well in the exam.
Cheers!
.
No students like it.
During exam revision period, many maths students are tensed up preparing for the challenge.
There are many ways and strategies to revise.
Working in groups?
Or alone at a secluded location isolated from mankind?
Revised one day before?
Or one month before?
Spotting potential questions or study all?
Actually there is no one way to revise.
The ultimate strategy is still to one's liking. As long as one is comfortable with the method, try it.
If it does not work, explore other method or strategy.
But do not keep on trying.
You know why!
Exam will be over by then, right?
Basically, I would suggest some pointers (as a maths teacher) to overcome this maths exam anxiety:
1) Do more maths questions to recap knowledge acquired
2) Work as a group to leverage on each others' strengths and understanding (depending on one's learning style, may not always suit everyone)
3) Participate more in class quiz or activities led by maths teacher
4) Do not stay late into the night for revision one day before the actual exam
5) Stay fit physically by doing exercise to keep the mind clear
6) Be proactive in learning with positive confidence attitude
The above are pointers that you may follow.
But, the truly best way to learn maths is continuous practice and reading up during normal maths lesson time.
It is especially beneficial if you can read the maths topics taught within one day to keep the newly acquired knowledge fresh.
DO NOT LEAVE everything till the LAST MINUTE!
This is bad for your maths learning. The human brain needs time to digest information over a period of time, and squeezing everything into a short period of time is not only challenging but putting your result at stake.
Why risk it? You do not deserve this!
With proper learning schedule and planning, you CAN enjoy maths and do well in the exam.
Cheers!
.
Ways To Overcome Maths Anxiety
Maths anxiety is an undesirable situation anyone learning maths should avoid.
It slows down the progress of maths studies. When you have it, you tend to mentally avoid maths, and anything relating to maths. Some examples are the counting and organising numbers which to any layman are basic daily task. Yet those of you who have "captured" this anxiety will avoid them.
It is detrimental and is spiral in effect. Losing confidence in solving maths questions sets in, and will "strengthen" this weakness and gives assurance that you cannot do maths. Frightening isn't it?
Remove or minimise this anxiety!
How to overcome or minimise it?
First, you have to be aware that this maths anxiety, from professional studies, comes from past experience when dealing with maths.
An example can be that very first maths lesson with a horrible, selfish and uncaring maths teacher.
But the good news is that past experience can be overridden with new positive experience, this maths anxiety is curable.
Replace this undesirable maths anxiety with something positive and stimulating. Something that you can grasp and have fun with, but is still related to maths. Example is the Sudoku electronic maths player.
Positive replacements can also be to clarify maths question till a satisfactory answer is obtained. Speak your mind for the sake of your maths education and the sake of learning.
Do not fear failure or shyness to obtain an answer.
Seek out as much answers to any obstacles as possible.
Why so?
With more solution obtained, confidence to solve maths problems will be boosted. This will help lower the level of this fearful maths anxiety.
Knowing there is problem and not taking action is detrimental to your maths learning. Take active action, and not passive, being-prompted type of action.
Learning mindset has to change towards maths, which will in turn arouse interest in the subject.
Think positively to motivate yourself.
Boosting up your self-image is a way to reduce, if not remove, this maths anxiety.
Expose to as many avenues or alternatives as possible to enhance yourself in this area.
Be aware that learning through failure is also a very important process of education, especially with maths where the answer is a clear-cut right or wrong answer.
Let the past go, and embrace new changes. This new change in learning attitude is a mind-opener to having better result in maths. Do not fear maths.
Relax and love maths to overcome its anxiety.
Maths is InteRestinG !
.
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