Do you think math is a bugbear for students in general?
Well, I perceive it. But in my opinion, mathematics has a nice feature, which is also the biggest disadvantage for students, is that it is also extremely complex and everything is connected to it. Unlike other school subjects, it is impossible to say that we learned this today and might forget it tomorrow and never need it again. This approach can be applied to other subjects, even if the people who teach them tell you it’s not true.
So, it is actually necessary that the whole educational process in math goes smoothly from start to finish. And whenever something goes wrong and gets stuck, whether it’s because the student isn’t menstruating or because he’s sucking off some worse cantor or whatever, sooner or later it will show up and the person will start having problems with it. Mathematics is a subject where it is very important to have a good base and then to build on it.
How to ensure that students have a good foundation? Or maybe I’ll ask otherwise, what’s your trick for teaching math so that you not only get golden, but more importantly so that it’s not the scarecrow, so that pupils and students have a better relationship with math.
I’ve found that actually almost everyone I’ve taught, so when they get to the point where they’re starting to understand, but really love understanding, they’re going through that aha moment and starting to enjoy it. And that includes the people you would say love wood math. And to put it bluntly, the math is so beautiful it’s hard to resist.
The problem is that sometimes you have a person who is going to college or already in college and needs that aha moment to relive the elementary school curriculum. So someone has to be willing to go back to basics with them and then they can experience it again and again.
How do you achieve that aha moment?
Well, when you come with these things or when you find them. But I think that very often it is enough to show it well and to take the time and the patience to explain it to the student so that he understands.
In an interview given to the E15 newspaper a few years ago, you also mentioned the fact that mathematics is not free. You used a parallel with training for a marathon, where you go to training, there you learn technique. You compared school hours to that. But then whoever wants to run a marathon has to train on his own, he has to run on his own. You literally said there that only an extremely talented person can do math without homework. Isn’t that one of the reasons why math isn’t so popular?
As if he had to train at home? I do not know. I think everything has to be trained. If I want to be good at the show, well, I have to read the story at home and learn. And I think that’s true for every activity.
How intense should the homework be?
It’s individual. I give the kids two or three examples every hour so they can come back to them. It really depends on what stage you are at. If you have two months or one month in the entrance exams and you are completely in the bag, you must devote all your free time to it. If you are a normal student in a school and understand this, 10 minutes a day is enough. Maybe three times a week and you can be a math teacher.
You talked about this moment. On the other hand, aren’t even the basic things in math, let’s say basic numbers, just something to learn?
Like a multiplier? Maybe addition, subtraction, maybe even the multiplier, many of these basic numbers can really be experienced by children. For example, on modern methods, whether it’s the Flock method or various Montessori systems, I really like the fact that instead of sitting on a bench and writing on paper and counting, they really experiment , touch and physically manipulate the mathematical object. Thus, for a time, mathematics can be experienced. Not to learn, but to live.
Does it even make sense right now to know the multiplier, when everyone already has a cell phone with a calculator in their pocket in elementary school?
What do you think? I made a video explaining why a calculator destroys your brain. What the brain has to do in mathematics is a completely different category of process and process than what it has to do in other activities. Pfrom me it is absolutely necessary. Despite the fact that if you then want to solve something more complex, but you cannot multiply two numbers, it sets you back terribly. So yes, children should know that.