Teaching Concepts

We need to realise that each of these 4 kinds of knowledge are qualitatively different and hence need a different kind of teaching & learning process to be effective. Each of the topics in math, contain a mix of these 4 kinds of knowledge. Hence even within a topic, different sub-topics may need to be taught differently. One of the reasons why math is universally considered a difficult subject is that, most teachers use the same teaching method - blackboard, chalk, talk, textbook, class work, home work, time-bound tests - for all topics in math. Or for that matter for subjects other than math also. Let us see some of these teaching methods. Teaching Concepts Concepts are mental ideas or objects which cannot be sensed directly by our 5 senses. They have to be understood by a sixth sense in our mind. But we have seen that evolution has equipped our brains to understand abstract concepts. The difficulty with math is that even preschool & primary school math contains many concepts for which the children are “developmentally”, as per Piaget, are not ready. Hence all the concepts need to be presented to children in a way that they can make the connection and “construct” them in their minds. So “direct instruction” is not possible in case of concepts. Let us see several strategies which can be used, to understand some of the concepts we covered in the chapter on conceptual knowledge. 1. Demonstrate with manipulatives a. Place value notation of a 2-digit numbers like 23 is usually explained as “2 in the ten’s place and 3 in the ones place”. This stream of words has no meaning to most children who cannot understand what is a “ten’s” place & a “ones” place. The place value concept can be mirrored to children by representing 23 as a collection of 2 bundles (of ice cream sticks) and 3 sticks. b. The idea of a prime number is very difficult to understand even for high students. Telling children that they are numbers which can be divided only by 1 and the number themselves does not help matters. Representing numbers with tokens in various geometric shapes is a better approach. Composite numbers are those which can be arranged as rectangles. Prime numbers can only be arranged in a straight line. c. The different kinds of triangles can be easily formed and understood by using long thin broomsticks. This is far more effective and efficient that drawing triangles on a notebook page. 2. Relating to life experiences a. Addition & subtraction are processes which can be related to life experiences of children. Children collect toys & other knick knacks. They also exchange them with their friends. Addition can be related to a case where your toys increase as you receive many toys. Subtraction can be related to a case when you give away toys to friends. b. Division can be related to our normal habit of sharing things in our homes, schools and with our friends. 3. Visual Images & imaginations a. Odd & Even numbers. This can be explained with an imagined situation of a group of people who are asked to make pairs. If one person is left without a partner the number of people would be odd. If no one is left without a partner, the number would be even. This situation can be narrated as a story which can be visualised & understood by children. b. The interconnection between different kinds of quadrilaterals can be best brought out by a family tree kind of diagram. This can bring out the idea that – a square is a rectangle which is a parallelogram which is a trapezium which is a quadrilateral. It can bring out the idea that – all squares are rectangles, but all rectangles are not squares. Math Activity Centre Setting up a Math Activity Centre is an excellent way to learn concepts. The centre can be in a separate space, fully equipped with all kinds of manipulatives and videos. Children can be taken to that centre for a block period so that they can work on different activities unders the guidance of a teacher. Practical Examination A practical examination should be a part of assessment of math learning. Practical examination can consist of questions which require student to demonstrate their understanding of concepts using manipulatives and sketches.