Mathematics is fun!

The general aims in teaching mathematics are that children learn to read, write and speak mathematics in a variety of contexts and forms so that they can interpret and convey mathematical ideas.

Whether dealing with familiar or unfamiliar tasks, children need to:

• recognise that mathematics may usefully be applied to the task
• choose appropriate mathematical ideas or procedures
• make decisions about the level of precision and accuracy needed
• do the mathematics
• interpret the results of using mathematics in the original context
• judge the appropriateness of the methods used.

Most of us think of mathematics in terms of numbers only. Measurement, spatial awareness, chance and data, algebra and working mathematically, which involves investigating, problem solving and verifying, are all integral parts of the course.

Incorporation of space, measurement, number, algebra, chance and data working mathematically, helps to provide a more balanced education in mathematics.

Current thinking indicates that children learn best when they:

• have a positive attitude to their mathematics
• do and discover for themselves
• are interested and can see a purpose for the learning
• can verbalise and communicate their discoveries orally and in a written form
• are having success and receive positive reinforcement
• are provided with a variety of experiences and materials
• are challenged and proceed at a rate suited to their own ability
• link the concrete to the written and then to the abstract
• proceed from the known to the unknown
• are confi dent to take risks by using a variety of methods to solve problems.

You may wonder how the term mathematics is different from numeracy. Mathematics can be thought of as the concepts and ideas that form a body of knowledge. Numeracy is the application of mathematics in the real world. Students who are able to recognise for themselves when mathematics might help to solve a problem, then choose and use the mathematics appropriately, are considered numerate.

Our goal is to develop numerate individuals and so the approach to mathematics is therefore largely activity based. The development of problem solving and reasoning skills is an integral part of the Mathematics products.

Practise in looking for patterns, sequencing of events, working logically through a situation, guessing and testing and using pictures and symbols to represent a situation, discussing and justifying conclusions are important strategies in the development of these skills.

Mathematics language forms a significant part of the learning process. It is vital therefore that your child has a supportive tutor with whom to interact and discuss his/her activities. This will place considerable demands on you if you are the home tutor. The home tutor needs to listen and ask questions which extend his/her child\’s thinking.

Remember too, that mathematics is not confined to a mathematics lesson.

Mathematics is everywhere.

There are many opportunities to practise and observe mathematics in and around the home environment. Use them as the opportunities arise.

Keep smiling, as the rewards for your efforts will be tremendous and remember that –

Mathematics is fun!!