Paul Halmos said, “The only way to learn Maths, is to do Maths.” Any
Maths teacher would second that. The students who succeed in Maths are the ones
who do Maths —a lot of it!

**Everyone doesn't**

**agree**

What about those students for whom the logical-mathematical intelligence
is not their dominant trait. Sitting day after day in a room where the language
spoken is not the one which they really understand, they lose connection and consequently
interest. They get labelled as - ‘weak children’. But they may be ‘strong
sportsmen’ or ‘strong writers’. How about using that intelligence...?

**My solution**

My solution is: sprinkle Maths curriculum with non-scientific subjects,
i.e.,integrate Maths with English, Art, History, Sports, Music, Drama or
Geography.

**For example**

Write a letter to a friend explaining how to add fractions with
different denominators.

Draw a tiling design using four shapes. It should have two lines of
symmetry.

Present dramatically a conversation involving discount.

Search and present information about Mathematician xyz.

Explain to a friend how to split the middle term of a quadratic equation.

**Aha!**

It gives the non-scientific students an entry point to relate to Maths.
It gives them a sense of relief for there is something that keeps them engaged.
It gives them a chance to showcase their talent. All of this leads to them
connecting to the subject emotionally. That makes them ‘want to learn Maths’
for Maths classes are fun or friendly.

**Which level does this work best?**

Middle school, or ages 10 to 14. This is the age when Maths starts
getting complex. This is also the age when brain develops fastest and emotions
are in an upheaval. This is when capacity for emotional connections are formed
or de-formed for a life. So this is the age I choose to sprinkle Maths with
creativity using non-scientific subject integration!

## 1 comment:

amazing post. Thanks for sharing this.

Post a Comment