Motivating Math Students

 

Motivating Math Students

Many students appear to have definitive opinions about mathematics.

Students often proudly declare, “I hate math,” or even worse, “I can’t do math.”

Would they use the same tone to announce, “I am illiterate”? The teaching of

mathematics has changed over the years to include concepts that allow for more

creativity and the use of advanced technologies which involve a more hands-on

approach. Motivating math students takes a bit of work and ingenuity.

Motivate students using rewards that are related to the concepts on which

they are attempting. For example, award computer time based on understanding

time: If the teacher gives you 10 minutes of computer time, what fraction of an

hour is that? How many degrees in a circle is that? What time will you be

finished on the computer if you start at a certain time? How many students will

be able to earn computer time in a class period if each gets ten minutes?

Students will become interested if a) concepts are applied to their interests and

b) if there is something in it for them; sometimes this is not evident, but some

students are able to think in the long term about the benefits of their education,

while others need more immediate gratification.

Keeping students motivated by interesting them is possible if the teacher

plans out activities that are fun and again, applicable. For example, suppose a

teacher was teaching about fractions, and leading up to ratio and proportion.

Use food to motivate. Bring in a square, rectangular, or circular baked item (and

since schools today are rather health conscious, maybe a carrot cake or zucchini

bread may be acceptablebut remember to hold off on the nuts due to

allergies.). Students can practice portioning out equivalent amounts in a variety

of ways. Advanced students can practice scaling the recipe up or down to serve

different amounts of people. Use calculators to cut down on the tedious

calculations and concentrate on the method.

Engaging students in social situations can improve the atmosphere of the

classroom as well. Attempting to keep today’s students in their seats and

lecturing to them is not productive. Today’s classroom is a diverse “garden” of

students with a variety of needs and learning styles. Having a classroom in which

students are up and conversing does not mean a loss of control of the

classroom, a situation that teachers dread (some of the old school principals

need to be noting that last statementdiscussion amongst students is a

wonderful thing; teachers should be facilitating these discussions by making

certain students are on track). Explain the rules of working in groups and

reinforce positive behaviors.

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