Math in school and university – how to make it a piece of cake

The teacher’s job is way more complicated than one may assume because it includes several steps that are not visible to the audience. The teacher is like the director of the movie. While he is the one who has made the most work everyone sees the actors. Remarkable organizational skills are crucial if the teacher wants to see their students scoring high in their lessons.

Especially when it comes to math, students seem to have a really hard time keeping up with the pace that most professors teach. Yet, if the right approach is adopted things can find their way, and here I am to analyze how this will happen.

The method of learning by presenting

The majority of students share the misconception that math is about numbers. However, math is not just about the number but basically is about logic. Math is not just about adding and multiplying numbers but it is about how one can use this knowledge to solve a complex problem. Mathematical problems are way more challenging than addition and subtraction and they are actually what the fuss is all about, so math should be oriented in the mathematical problems.

The ability to find the right sequence and link the keys of a problem like a talented detective is what this lesson is about. To help students organize their thoughts teachers have to show them the path they have to follow. When the teacher asks to solve a challenging mathematical problem they should say how they would like the solution to be presented. Sometimes the problems have to be resolved during the exams, sometimes, they are a part of the homework students have after school but in any case, the road they need to go is the same. The presentation of the solution will allow the students to find the right approach.

Three steps have to exist in every presentation. The first step is the establishment of how the student thinks and it is called ”The mindset.” At this point, the students write their thoughts on the paper and what they will have to do to resolve the particular problem. They describe in words what they will later present using just numbers. This initial part is to help students develop logic which is the gist of mathematics as I described before. As they start writing their thoughts they begin to realize whether the way they approached the problem is correct and whether they should change it. This is practically the main body of the solution.

If this part is completed the rest is easier than one may imagine. It is time-consuming because students will have to add a step to their final presentation but it is crucial to comprehend the problem. In addition, it teaches the students that patience is extremely valuable when it comes to a challenging situation, and taking your time to answer something will only help you do it right so that you do not have to repeat it afterward.

After they are done with that they move to the next part which is named ”The solution.” Here students will show in numbers what they presented before. They will do all the necessary steps like addition and subtraction. At this point, learners will get familiar with the objectives of each lesson or lecture and start using their knowledge to solve mathematical problems. The two processes we described are completely different. The first one shows whether the student can understand correctly while the second part is more technical and shows whether the student has learned the objectives.

Finally, the last part of the presentation in a report or an exam is ”The answer.” Considering that the teacher gave a specific question when they established the problem, they should be expecting a specific answer. Since the student has made a journey to think thoroughly of the problem they have been asked to solve they now have to return to the initial question and attempt to give a solid answer. This step helps students to take responsibility for their ability to learn and become more confident about the answers they attempt to give.

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