6 Ways to Help Students Understand Math

Help students better understand math by presenting multiple examples, encouraging collaboration on
alternative solutions, and framing the class with a clear agenda and effective summary.

By Dr. Matthew Beyranevand

April 22, 2016

Photo credit: Matthew Beyranevand

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The ultimate goals of mathematics instruction are students understanding the material presented,
applying the skills, and recalling the concepts in the future. There's little benefit in students recalling a
formula or procedure to prepare for an assessment tomorrow only to forget the core concept by next
week. It's imperative for teachers to focus on making sure that the students understand the material
and not just memorize the procedures.

Here are six ways to teach for understanding in the mathematics classroom:

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1. Create an effective class opener.

The first five minutes of the class period set the tone for the entire lesson. Ideally, teachers would start
by sharing the agenda for the class period so that students will know the expectations for what will be
occurring. Next, teachers could post and articulate the learning objective or essential question to the
class so that students know the purpose and, at the end of the lesson, can self-assess whether the
objective has been met for them. Finally, the opener might include one or more warm-up problems as a
way to review and assess students' prior knowledge in preparation for exposure to the new material.
This video shows a class opener for a seventh-grade lesson on rectangular prisms:
2. Introduce topics using multiple representations.

The more types of representations that you can present to students addressing their different learning
styles, the more likely they will truly understand the concept being presented. Different representations
could include using manipulatives, showing a picture, drawing out the problem, and offering a symbolic
representation. For example, when presenting linear relationships with one unknown, illustrate to
students the same problem as an equation, on a number line, in words, and with pictures. Students who
are exposed to and can recognize the same relationship posed in the different representational modes
are more likely to have conceptual understanding of the relationship and perform better on
assessments (PDF).

3. Solve the problems many ways.

In the best classroom environment, the teacher is able to show different ways to solve the same
problem and encourage the students to come up with their own creative ways to solve them. The more
strategies and approaches that students are exposed to, the deeper their conceptual understanding of
the topic becomes. Empowering students to create their own problem-solving methods can make the
teacher nervous. What if we don't follow their logic? What if they're incorrect? However, it's worth the
risk to have them explore. After an individual, pair, or small group of students finish solving the class
problem using a single method, encourage them to look for alternate ways to come up with the same
correct solution. Having students develop their own methods and then share the correct steps with the
class is a very powerful learning experience. The video below shows how a teacher encourages students
more than one way to solve the same problem on rectangular prisms:

4. Show the application.

In a perfect world, we would always be able to demonstrate how every concept can be applied to the
real world -- and when that's possible, it helps improve the students' understanding. When a concept
cannot be applied in that manner, we can still share how it might be applied within mathematics or
another subject area. Another option is showing how the concept was developed through the history of
math. Consider taking a minute out of each lesson to show your students where or how the math can be
seen or used in life outside of the classroom.

5. Have students communicate their reasoning.

Students need to explain their reasoning when solving problems. In order for a teacher to determine if
every student truly understands the objective for the class period, it's necessary for each student to
communicate both orally and in writing. By giving the class ten minutes to discuss their reasoning with
each other while exploring multiple ways of solving the problems, you'll promote excellent engagement
and learning. It's not always easy to get students talking in class, but there are ways to encourage them
(PDF).
6. Finish class with a summary.

Everyone can get lost in the class period, and it's easy to lose track of time until the bell rings and class is
over. The final seven minutes might be the most critical in making sure that students have understood
the day's learning objective. You can use this time to accomplish three very important things:

A quick formative assessment to determine how much was learned, such as students self-rating their
comfort with the concept on a 1-5 scale

Reviewing the objective for the class period and brief discussion as to where the lesson will go next time

Previewing the homework together to avoid any confusion

These are just some of the activities for the close of a lesson. There are at least 22 additionally powerful
closure activities. This video shows the summary phase of the same lesson:

https://www.edutopia.org/blog/ways-help-students-understand-math-matthew-beyranevand, diunduh
16 Jan 2018
Key Concepts in Elementary Math
By Christi O'Donnell

As of July 2013, 45 states and the District of Columbia have implemented the Common Core stat e
standards.

The Common Core State Standards Initiative, adopted by 45 out of 50 states by July
2013, details the key concepts taught in elementary schools nationwide. The
Common Core, as it is usually called, identifies five domains for elementary
mathematics. These domains are Counting & Cardinality, Operations & Algebraic
Thinking, Number & Operations, Measurement & Data and Geometry. Key skills and
concepts within these domains are introduced and reinforced as students move
through the grades. It is common for teachers to revisit lessons from previous grades
at the reintroduction of each topic, reviewing and reinforcing the basic information
that students should have already mastered before moving on to new details and
skills.

Counting & Cardinality

 Children often use colorful manipulatives when learning to count groups of objects.

Counting & Cardinality primarily applies to children in kindergarten. Within this

domain, young students learn the names of whole numbers and the correct
sequencing of these numbers. Once children are able to recognize and identify
numbers, they move on to counting groups of objects, applying the concept of one -
to-one correspondence. Finally, kindergarten students learn to compare numbers and
identify which number in a pair is larger or smaller. By the end of kindergarten,
children should be able to count to 100 by ones and tens, write numbers up to 20 and
count to identify how many objects are in a group (up to 20).

Operations & Algebraic Thinking

 Many students use flash cards to practice simple addition, subtraction, multiplication and division.

Operations & Algebraic thinking begins with simple addition and subtraction skills.
Children in kindergarten learn to represent addition and subtraction equations with
objects, to count to solve problems and to puzzle out simple word problems. These
skills are then carried through the higher elementary grades as multiplication and
division are added for an understanding of the four basic operations. The focus
remains on whole numbers through the elementary years. In third and fourth grades,
students become familiar with factors and multiples, and by the end of fourth grade
they begin generating and analyzing algebraic patterns.

Number & Operations

 Students can learn about fractions by studying slices of pizza.

There are two Number & Operations domains -- Number & Operations in Base 10
and Number & Operations with Fractions. Children in kindergarten through second
grade focus solely on Number & Operations in Base 10. In thes e grades, students
begin with an understanding of place value and numbers 11 through 19 and move
through an understanding of place value in three-digit numbers. Students finishing
second grade should be able to add and subtract numbers within the thousands , add
up to four two-digit numbers, and mentally add with tens and hundreds. Third- and
fourth-grade students continue to work with these skills. In addition to base 10, older
students also gain an understanding of fraction equivalencies and ordering. They are
also introduced to decimals and begin comparing decimal quantities.

Measurement & Data

 Students learn to sort, count, add and subtract coins while learning about money and standard units.

The Measurement & Data domain incorporates a large number of crucial elementary-
school concepts. Children in kindergarten begin learning how to describe and
compare measurable attributes and spend a great deal of time classifying objects by
size, shape, color and texture. They also begin working with time, money and
standard units. As they move through elementary school, children gain the ability
solve problems that involve measurement, to convert larger units to smaller units and
to represent data in a variety of ways. Creating and interpreting graphs is practiced
at all levels.

Geometry
 Identifying shapes by name and attribute is a basic geometry skill.

Elementary geometry begins with students' ability to identify, describe and create
basic two-dimensional shapes -- circle, square, rectangle, triangle, rhombus,
trapezoid and hexagon. Students then move on to partition shapes into equal parts
and to describe these parts using fraction words -- half, third, quarter or fourth. By
the time they are ready to leave elementary school, students should be able to draw
and identify shapes based on the properties of their lines, angles and points of
symmetry.

https://classroom.synonym.com/key-concepts-elementary-math-16286.html, diunduh 18 Jan 2018

Elementary Math Curriculum

Elementary Math Curriculum

Try Our Lesson Demos

An elementary math curriculum for supplementary or home school should teach much more than the
“how to” of simple arithmetic. A good math curriculum should have elementary math activities that
build a solid foundation which is both deep and broad, conceptual and “how to”.

Time4Learning teaches a comprehensive math curriculum that correlates to state standards. Using a
combination of multimedia lessons, printable worksheets, and assessments, the elementary math
activities are designed to build a solid math foundation. It can be used as a homeschool curriculum, an
afterschool alternative to a tutor, or as a summer skill builder for enrichment.

Time4Learning has no hidden fees, offers a 14-day money-back guarantee for brand new members, and
allows members to start, stop, or pause at anytime. Try the interactive lesson demos or view our
curriculum overview to see what’s available.

Homeschool.com Top 100 2017 Safe4Kids Cathy Duffy Top 100 2017 iParenting Media Award Winner
BBB Award

Teaching Elementary Math Strategies

Children should acquire math skills using elementary math activities that teach a curriculum in a proper
sequence designed to build a solid foundation for success. Let’s start with what appears to be a simple
math fact: 3 + 5 = 8

This fact seems like a good math lesson to teach, once a child can count. But the ability to appreciate the
concept “3 + 5 = 8” requires an understanding of these elementary math concepts:

Quantity – realizing that numbers of items can be counted. Quantity is a common concept whether we
are counting fingers, dogs or trees.

Number recognition – knowing numbers by name, numeral, pictorial representation, or a quantity of the
items.

Number meaning – resolving the confusion between numbers referring to a quantity or to the position
in a sequence (cardinal vs. ordinal numbers.
Operations – Understanding that quantities can be added and that this process can be depicted with
pictures, words, or numerals.

To paint a more extreme picture, trying to teach addition with “carrying over” prior to having a solid
understanding of place value is a recipe for confusion. Only after mastering basic math concepts should
a child try more advanced elementary math activities, like addition. Trying to teach elementary math
strategies prior to mastering basic math concepts cause confusion, creating a sense of being lost or of
being weak at math. A child can end up developing a poor self image or a negative view of math all
because of a poor math curriculum.

It’s important to implement an elementary math curriculum that teaches math in a sequence, using
elementary math activities that allow children to progressively build understanding, skills, and
confidence. Quality teaching and curriculum follows a quality sequence.

Time4Learning teaches a personalized elementary math curriculum geared to your child’s current skill
level. This helps to ensure that your child has a solid math foundation before introducing harder, more
complex elementary math strategies. Get your child on the right path, learn more about
Time4Learning’s strategies for teaching elementary math.

Time4Learning’s Elementary Math Curriculum

Time4Learning’s math curriculum contains a wide range of elementary math activities, which cover
more than just arithmetic, math facts, and operations. Our elementary math curriculum teaches these
five math strands.*

Number Sense and Operations – Knowing how to represent numbers, recognizing ‘how many’ are in a
group, and using numbers to compare and represent paves the way for grasping number theory, place
value and the meaning of operations and how they relate to one another.

Algebra – The ability to sort and order objects or numbers and recognizing and building on simple
patterns are examples of ways children begin to experience algebra. This elementary math concept sets
the groundwork for working with algebraic variables as a child’s math experience grows.

Geometry and Spatial Sense – Children build on their knowledge of basic shapes to identify more
complex 2-D and 3-D shapes by drawing and sorting. They then learn to reason spatially, read maps,
visualize objects in space, and use geometric modeling to solve problems. Eventually children will be
able to use coordinate geometry to specify locations, give directions and describe spatial relationships.

Measurement – Learning how to measure and compare involves concepts of length, weight,
temperature, capacity and money. Telling the time and using money links to an understanding of the
number system and represents an important life skill.
Data Analysis and Probability – As children collect information about the world around them, they will
find it useful to display and represent their knowledge. Using charts, tables, graphs will help them learn
to share and organize data.

Elementary math curriculums that cover just one or two of these five math strands are narrow and lead
to a weak understanding of math. Help your child build a strong, broad math foundation. Learn more
about Time4Learning’s elementary math curriculum.

Dasar Matematika Kurikulum

Dasar Matematika Kurikulum

Coba kami Demo Pelajaran

Kurikulum matematika SD untuk tambahan atau rumah sekolah harus mengajar lebih banyak daripada
“bagaimana” aritmatika sederhana. Sebuah kurikulum matematika yang baik harus memiliki kegiatan
matematika SD yang membangun dasar yang kuat yang baik dalam dan luas, konseptual dan
“bagaimana”.

Time4Learning mengajarkan kurikulum matematika komprehensif yang berkorelasi dengan standar

negara. Menggunakan kombinasi dari pelajaran multimedia, lembar kerja dicetak, dan penilaian,
kegiatan matematika SD dirancang untuk membangun dasar matematika yang kuat. Hal ini dapat
digunakan sebagai kurikulum homeschooling , sebuah alternatif afterschool untuk tutor , atau sebagai
pembangun keterampilan musim panas untuk pengayaan.

Time4Learning tidak memiliki biaya tersembunyi, menawarkan jaminan uang kembali 14-hari untuk
merek anggota baru, dan memungkinkan anggota untuk memulai, berhenti, atau berhenti kapan saja.
Coba interaktif demo pelajaran atau melihat kami gambaran kurikulum untuk melihat apa yang tersedia.

Homeschool.com Top 100 2017 Safe4Kids Cathy Duffy Top 100 2017 iParenting Media Award Winner
BBB Penghargaan

Mengajar Strategi Dasar Matematika

Anak-anak harus memperoleh keterampilan matematika menggunakan kegiatan matematika SD yang

mengajarkan kurikulum dalam urutan yang tepat dirancang untuk membangun dasar yang kuat untuk
sukses. Mari kita mulai dengan apa yang tampaknya menjadi matematika fakta sederhana: 3 + 5 = 8

Fakta ini tampaknya seperti pelajaran matematika yang baik untuk mengajar, setelah seorang anak bisa
menghitung. Tetapi kemampuan untuk menghargai konsep “3 + 5 = 8” membutuhkan pemahaman
tentang konsep-konsep matematika SD ini:

Kuantitas - menyadari bahwa jumlah barang yang bisa dihitung. Kuantitas adalah konsep umum apakah
kita menghitung jari, anjing atau pohon.

Nomor pengakuan - mengetahui nomor dengan nama, angka, representasi bergambar, atau kuantitas
item.

Jumlah yang berarti - menyelesaikan kebingungan antara angka mengacu pada kuantitas atau ke posisi
di urutan (kardinal vs nomor urut.
Operasi - Memahami bahwa jumlah dapat ditambahkan dan bahwa proses ini dapat digambarkan
dengan gambar, kata-kata, atau angka.

Untuk melukis gambaran yang lebih ekstrim, mencoba untuk mengajarkan Selain dengan “membawa
lebih” sebelum memiliki pemahaman yang kuat tentang nilai tempat adalah resep untuk kebingungan.
Hanya setelah menguasai konsep-konsep dasar matematika harus anak mencoba kegiatan matematika
SD yang lebih maju, seperti penambahan. Mencoba untuk mengajarkan strategi matematika dasar
sebelum menguasai konsep-konsep matematika dasar menyebabkan kebingungan, menciptakan rasa
yang hilang atau menjadi lemah di matematika. Seorang anak dapat berakhir mengembangkan citra diri
yang buruk atau pandangan negatif dari matematika semua karena kurikulum matematika miskin.

Sangat penting untuk menerapkan kurikulum matematika SD yang mengajarkan matematika secara
berurutan, menggunakan kegiatan matematika SD yang memungkinkan anak-anak untuk semakin
membangun pemahaman, keterampilan, dan kepercayaan diri. kualitas pengajaran dan kurikulum
mengikuti urutan kualitas.

Time4Learning mengajarkan kurikulum matematika SD pribadi diarahkan untuk tingkat keterampilan

anak Anda saat ini. Hal ini membantu untuk memastikan bahwa anak Anda memiliki dasar matematika
yang kuat sebelum memperkenalkan lebih keras, strategi matematika SD yang lebih kompleks. Dapatkan
anak Anda di jalan yang benar, belajar lebih banyak tentang strategi Time4Learning untuk mengajar
matematika SD.

Kurikulum SD Matematika Time4Learning ini

kurikulum matematika Time4Learning mengandung berbagai kegiatan matematika dasar, yang

mencakup lebih dari sekedar aritmatika, fakta-fakta matematika, dan operasi. Kurikulum matematika SD
kita mengajarkan lima helai matematika ini. *

Number Sense dan Operasi - Mengetahui bagaimana untuk mewakili angka, mengakui 'berapa banyak'
berada di kelompok, dan menggunakan angka untuk membandingkan dan mewakili membuka jalan
untuk menangkap nomor teori, nilai tempat dan makna operasi dan bagaimana mereka berhubungan
satu sama lain .

Aljabar - Kemampuan untuk memilah dan benda-benda pesanan atau angka dan mengenali dan
membangun pola sederhana adalah contoh dari cara anak-anak mulai mengalami aljabar. Konsep
matematika SD ini menetapkan dasar untuk bekerja dengan aljabar variabel sebagai pengalaman
matematika anak tumbuh.

Geometri dan Rasa Tata Ruang - Anak-anak membangun pengetahuan mereka tentang bentuk dasar
untuk mengidentifikasi lebih kompleks 2-D dan 3-D bentuk dengan menggambar dan penyortiran.
Mereka kemudian belajar untuk alasan spasial, membaca peta, memvisualisasikan objek dalam ruang,
dan menggunakan pemodelan geometri untuk memecahkan masalah. Akhirnya anak-anak akan dapat
menggunakan koordinat geometri untuk menentukan lokasi, memberikan arah dan menggambarkan
hubungan spasial.

Pengukuran - Belajar bagaimana untuk mengukur dan membandingkan melibatkan konsep panjang,
berat, suhu, kapasitas dan uang. Menceritakan waktu dan menggunakan uang link ke pemahaman
tentang sistem bilangan dan merupakan keterampilan hidup yang penting.
Analisis Data dan Probabilitas - Sebagai anak-anak mengumpulkan informasi tentang dunia di sekitar
mereka, mereka akan merasa berguna untuk menampilkan dan merepresentasikan pengetahuan
mereka. Menggunakan grafik, tabel, grafik akan membantu mereka belajar untuk berbagi dan mengatur
data.

Kurikulum matematika SD yang mencakup hanya satu atau dua dari lima helai matematika ini sempit
dan mengarah pada pemahaman yang lemah matematika. Membantu membangun, yayasan
matematika yang luas yang kuat anak Anda. Pelajari lebih lanjut tentang kurikulum matematika SD
Time4Learning ini.

https://www.time4learning.com/elementary-math.shtml, diunduh 16 Jan 2018