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With the help of JUMP Math, the teaching and learning model that makes it easier for teachers to prepare for the Mathematics class, we developed a list of ten tips to improve learning in this subject – they are based on neuroscience!
It is one of the driest subjects for many students. That is why JUMP Math, the teaching and learning model that makes it easier for teachers to prepare their Mathematics classes, has developed a guide with tips to improve the efficiency of students and teachers in the classroom (they are included in the ‘Resource Guide’ available on its website).
The brain can easily feel overwhelmed by the processing of components of a complex task. Introducing little information at a time allows students to master components in such a way that they need less and less time to perform those operations and can focus on those components that require extra effort. For example, drawing first the entire number of cakes and then the fractional part allows the ability to draw any mixed fraction to be structured in two steps.
When students have mastered a skill or concept, increase the level a little by challenging them to perform an exercise that is a little more difficult than those previously assigned.
Ask questions in different ways and give students enough time to think before asking for solutions, so that everyone can discover the ideas for themselves and everyone can raise their hand. Studies of the benefits of increasing waiting time to three seconds or more confirm that participation increases, the quality of responses is higher, overall class performance improves, students ask more questions and participate more frequently without being asked.
When a problem has a word, a short phrase, or a sign as an answer, ask students to gesticulate. For example, if the answer to a question is ‘yes’ or ‘no’, students can raise their thumb for yes and lower it for no. Or, if a student has given an answer, the rest can show their conformity or not by raising or lowering their thumbs.
Make sure students are familiar with the structure before using it by practicing the gesticulation of the answers beforehand.
Sometimes, involuntarily, you advance too fast in a lesson or skip steps. If a student does not understand a concept, rather than assuming that it is a problem of understanding, it is more likely that the explanation can be reworked.
Stopping to reflect on what works and what doesn’t in a lesson can help struggling students move forward. Faced with this situation, always ask yourself: How can I improve this lesson?
Learning works best when teachers praise students’ efforts. If you structure lessons into steps that can be taken by the whole class, students enjoy overcoming challenges and will not feel frustrated.
Involving the whole class in the lessons is not only a question of equity, but also of efficiency. More advanced students will be able to make further progress if you can serve students with difficulties and the annual agenda will be broader. To promote enthusiasm for math in the classroom, you simply have to convince struggling students that they can handle the subject well.
One of the reasons why struggling students find it difficult to solve problems or perform calculations is because they often become saturated trying to remember operations. The practice with numerical operations will allow them to understand them and develop an automatic memory that will facilitate the learning of mathematics.
In some areas of mathematics, such as geometry, the greatest difficulty students face is learning terminology. Including mathematical terms in your language classes makes it easier for students to remember terms and talk about their work.
Students love to show off to their teachers and classmates by overcoming seemingly difficult challenges and solving puzzles. The extra exercises shouldn’t be based on new concepts and don’t have to be too difficult to get students’ attention. For example, he makes a mistake and asks students to correct it. You can find a way to make mistakes in any lesson.
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