|Whether or not your child is an ace student in math, you can determine for yourself if they are mastering the math concepts that you feel are important. Teaching your children how the math concepts they learn in school apply in the everyday world will help them enjoy what they learn and remove the need for rote learning. The best part is that helping them to see the value in learning math only takes a few minutes, and you can demonstrate how practical math can be nearly anywhere. The more you expose your students to the value of learning math, the more likely they are to be cooperative participants in their own education.|
|One of the best ways to begin demonstrating the importance of learning math is to model the ways that you use math and point out the specific math skills that make this possible. You may be thinking that there aren’t very many opportunities to demonstrate your use of math during the day, but you haven’t probably thought about how often you use math. The first step, then, is to take a week or so and pay close attention to the situations in which you use math skills. Keep a list in a notebook if it will help you to remember.|
|Although the list is much longer, here are a few common math concepts that you might find yourself using in your daily life.|
|When you are showing your student how math is an integral part of everyday life, they are able to appreciate the value of math and also get rid of the feeling of abstractness when thinking about Math.|
|Be accurate and creative when you talk about math, and share enthusiasm with your young learner. The more aware they can be of their need to use math in regular life, the more likely they will develop a positive attitude about learning the math skills they will need later.|
|In Math Buddy, we have tried to relate every single topic in Math with practical real-life examples that students encounter in day to day life. A resource such as the Math Buddy parent guide will give you an idea of the concepts with which they should be familiar. You can download the parent guide for grades 2 to 4 from the “My Lessons” page when you login to Math Buddy.|
|Click here to learn more about Math Buddy.|
The computer has become a valuable learning resource for almost any topic imaginable. School subjects are certainly no exception here. There are great resources on the World Wide Web, including Math Buddy, that offer lessons, worksheets, practice tests and more. These sites provide information that can help your student perform well in school.
When your young student needs to use the Internet, you want to make sure that he or she stays safe while finding information that is useful and relevant. Fortunately, there are several ways to do this effectively.
The first thing you should consider is that there are pros and cons to restricting your child’s access to the Internet. While filtering can typically restrict much of the content and images that you do not want your child to be exposed to, it may also hinder the student’s ability to access great web content that has legitimate educational purposes.
How is filtering different from monitoring, and which method should you use to produce the best results? In order to determine your course of action, consider the difference in filtering and monitoring.
When you filter the Internet for your child, you use a service that screens websites and makes a determination whether or not the content is appropriate for certain age levels.
Monitoring, on the other hand, attempts to encourage responsible use of the Internet by providing guidance in the form of accountability. Monitoring software allows you to track the sites visited by your child, the length of time spent on a page, and which links were clicked. You can even monitor your student’s keystrokes to see exactly what they are typing while they are using the computer.
If you decide that monitoring is the way to go, you can begin immediately, without purchasing any expensive equipment. One great way to monitor Internet use is to view the browser history provided by your browser. Most well-known browsers have settings that allow you to track up to a month’s worth of activity. If your child learns how to block this ability, they may be able to erase their browser history with just a few clicks, so in order for this method to work, you must know your child’s technological capabilities. The cache and cookies stored on your computer also contain information about what has been viewed and which sites have been interacted with, but again, a savvy child will be able to edit or delete this information.
You can also purchase software that will allow the screen of a student to be viewed on the monitor of an adult who can supervise the Internet activity. When possible, work with your child to explain what areas of the Internet he or she may use, and watch them interact with the Internet from time to time to teach them healthy ways of finding the information they need online. Once you are able to establish a trust relationship with your child, you may find that you need to monitor his or her Internet usage less frequently. It is important that your child is aware that you are monitoring their activity and have certain expectations for the time that they spend online. Showing your student what you expect will give them the tools they need to act responsibly while they use the Internet.
When used responsibly, the Internet is a powerful tool that can help your child succeed in school.
Everyone takes in and processes information differently by preference. Educators have analyzed the different ways that students of all kinds process information and developed three major categories of learning: visual, auditory, and kinesthetic (sometimes called tactile). Although most of us use a little of all three of these learning styles to absorb the information we receive every day, everyone has a major preference. Once you realize which learning style your child prefers, you can help them have a better school experience and realize greater success in all school subjects.
Visual Learners: Visual learners take in information more easily if it is presented visually. They learn best from visual displays. Charts, worksheets, diagrams, illustrations, videos and written information are the best ways to present concepts to these types of learners. They also rely heavily on the body language of the teacher and his or her facial expression as they learn the information. You can help a visual learner be more successful in the classroom if you make sure they are able to sit closely enough to see the teacher, the board, and the overhead screen clearly. Teach them how to take good notes so that they have the visual reminder of the things they have learned. Help them draw pictures, graphs, or other visual representations of the information they are trying to learn.
The more ways that a visual learner is able to see the information, the better they will be able to retain what they are being presented. Visual learners study best using flash cards, written notes, and other visual mnemonics. You can help your visual learner study effectively when you know what they need to be most successful.
Auditory Learners: Auditory learners absorb information best through discussion and verbal presentation of material. These individuals have a greater sensitivity to the speaker’s tone of voice, pitch, speed, and other subtleties of speech and language. It is more difficult for them to gain information from written material unless they are allowed to read it out loud or have it read to them.
You can help your young auditory learner master concepts more quickly by presenting it to them in a story format, acting out a script or skit that presents the information, or using a tape recorder. If possible, important information can be recorded on a tape recorder or in a digital format on your computer so that the auditory learner can replay the information as often as he or she needs.
Tactile/Kinesthetic Learners: The best way for tactile/kinesthetic learners to process information is through hands-on learning. When these individuals are allowed to physically explore the world around them, they absorb the information presented to them and make connections more easily. Often, these learners have trouble in the conventional classroom because their learning style is not conducive to sitting quietly for long periods of time. They need the freedom to be active and explore in order to learn.
Help your kinesthetic learner by presenting the information they need to learn in a concrete, physical way whenever possible. Use manipulatives that your child can hold and experiment with during math practice. Encourage your student to walk around while studying flash cards, notes, or other written material. Provide a guided stretch break during homework and study sessions. When reading, these learners often benefit from following along the page with a finger beneath the words.
When a mismatch occurs between your child’s learning style and his or her teacher’s teaching style, you might notice problems start to develop in class. Your child may have trouble listening, paying attention, or following instructions. You may see his or her grades begin dropping and notice a disinterest in the subject matter. Fortunately, if you are aware of your child’s learning style and are working with a cooperative teacher, this is easily remedied.
We are happy to announce that Math Buddy (http://www.mathbuddyonline.com ), has received the “Ready” accreditation status for use with SMART Technologies Inc.’s SMART Board interactive whiteboard. Accreditation at the “Ready” level means SMART finds Math Buddy to be easy to use, intuitive and interactive for use with its SMART Board interactive whiteboards.
Calgary, Alberta-based SMART Technologies Inc., the segment leader in the interactive whiteboard market, invites educational software publishers to participate in its Software Accreditation Program so that the interactive whiteboard maker’s customers “know which content and software work best with SMART products.” Approved publishers may display SMART Board interactive whiteboard logo art to indicate that their software satisfies the requirements of the program.
Teachers can use SMART Boards interactive whiteboards and Sympodium interactive pen displays with Math Buddy to demonstrate concepts they want students to learn.
Technology is fast becoming an integral part of education. As more teachers start using technology, combination of powerful tools such as interactive whiteboard and exciting, engaging software such as Math Buddy will redefine the way instruction is carried out in a classroom environment.
We are looking to work with many other technology tools that complement Math Buddy and help the teaching community to better illustrate the concepts.
Now that Math Buddy is officially launched, we wanted to take a minute to acknowledge the contribution of one math educator who has been a source of tremendous inspiration for us. To be very frank, when we started off Math Buddy, we were experimenting with various ideas on how we can contribute to Math education, but did not find satisfaction with any of the approaches.
It was my visit to Atul Vidyalaya in September 2007 to meet Mr. Sundaram that defined our direction and gave us the confidence that what we were attempting was something that was going to be beneficial to educators and learners. I was impressed by his passion and love towards Mathematics, and his ways of explaining the concepts in very simple, logical and practical manner which he attributed to his mentor, Dr. P. K. Srinivasan. Mr. Sundaram has devoted himself to helping to improve the quality of Math education by going around the country organizing workshops for teachers to help them use conceptual methods for teaching using simple physical objects.
Mr. Sundaram had created an excellent Mathematics lab at Atul Vidyalaya, and had trained his teachers to imbibe his vision and methods to help kids understand the concepts behind Math. During our discussion, we could see that a lot of his ideas were amenable to implementation using the electronic medium and were in line with what we were trying to do with Math Buddy. He volunteered to create the first topic on teaching number systems using simple activities, which has served as the blue print for most of the topics that we have at Math Buddy.
I have met Mr. Sundaram a few times during our development of Math Buddy, and he has always been supportive, encouraging and providing newer ideas to improve on what we were doing.
Mentor magazine (http://www.mentormagazine.net) published a cover story on Mr. Sundaram in their November 2007 issue. I will try getting their permission to attach a PDF version of their article.
Thank you, Mr. Sundaram for your support and contributions to the development of Math Buddy!
Let me quickly give you a synopsis of some of the interesting activity updates.
Build your own multiplication table
We have all seen how learners commit multiplication tables to memory. They always have this misconception that a multiplication table is given and hence needs to be committed to memory. In Math Buddy, we are trying to reduce this misconception by asking the learners to build their own multiplication table. The learners will use strips, tie them together and count the dots to build tables. This would also introduce them to rows and columns which is also a base for area model.
This activity is part of the grade 2 curriculum in Math Buddy. Click here to access Math Buddy
Prime Numbers, GCF and LCM
Another important concept wherein learners have been seen struggling are Prime numbers, Greatest common factor and Least common Multiple. Here we are helping learners understand what prime numbers are by way of rectangular arrangements. Learners will appreciate the fact that Prime numbers can only be arranged in a single row or a column. An application problem (Let us tile the floor) has been used to explain the need for GCF. Again a real life application of LCM illustrates the need for learning the subject.
This activity is part of the grade 5 curriculum in Math Buddy. Click here to access Math Buddy
Perimeter and Area
Perimeter activities can be drawn from real life and we have tried to replicate the same in this section. Perimeter concept is introduced through wrapping links around the shape and using fence to enclose lawn area. For area estimation we are trying to show the need for unit squares through an activity called planting grass sods. This activity investigates why squares are used for area estimation.
This activity is part of the grade 4 curriculum in Math Buddy. Click here to access Math Buddy
Reflections and Symmetry
Reflection and symmetry is all around us and finds lot of utility in day to day life. Pattern creation as an act of reflection has been effectively dealt with in our reflection and symmetry section. Reflection and Symmetry was never so much fun till we created one for ourselves.
This activity is part of the grade 4 curriculum in Math Buddy. Click here to access Math Buddy
The journey so far has been good but we need your continued support and encouragement. We hope you continue to visit, use and share Math Buddy math activity learning lessons and tools.
The Math Buddy Team