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Learning mathematics has been made easier by the introduction of practical learning activities. In essence, there are three stages of working mathematically. First, students engage in the description of mathematical situations by the use of everyday language, learning materials, and informal presentation. Secondly, the students attain a better approach to depicting mathematical methods using everyday language. In addition, the stage involves the use of diagrams, materials, and symbols. Thirdly, students use symbols to depict mathematical ideas by applying suitable terminologies. This approach of teaching mathematics is quite effective since mathematic lessons are accompanied by games formulated by teachers to assist the students.
Over the years, teachers have been concerned with a packed curriculum, which lacks concise coverage of issues. Consequently, the teaching and learning of mathematics during early and middle school years need relevant strategies to impact positively on the progress of students in mathematics. In fact, without strategies and ideas to address students’ learning needs, it is obvious that learning mathematics would remain a challenge.
Students need to learn mathematics in a manner, which they can relate to real-life situations. This implies that students should take mathematics as a problem-solving subject, and interpret the knowledge in solving real-life problems. The knowledge should be applied perfectly in contexts where mathematics is required in the problem-solving process (Siemon, Beswick, Brady, Clark, Faragher & Warren, 2011).
The challenge at hand in teaching mathematics is the lack of precision in the curriculum hence teachers are burdened with the problem-solving strategies to cover the syllabus fully. In fact, an in-depth engagement in problem-solving is threatened by the level of content teachers have to cover. Therefore, embracing the manner in which they teach, and offer the curriculum content is vital. In essence, this is traced to the volume and organization of mathematics scholarly books. Indeed, there is an overlap in topics with a tendency of presenting the activities of low-level activities most of which are recurrent and quite unsuitable for students
Therefore, the adoption new approach by incorporating mathematics learning activities is among the ways of creating a transformation, which is necessary in order to replace existing approaches in teaching mathematics. This is the way out in enhancing mathematics curriculum coverage, and effective outcomes for both teachers and students. The link between working mathematically learning activities and the success of teaching mathematics is quite relevant due to its effectiveness.
Reference
Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2011). Teaching mathematics: Foundations to middle school. Melbourne: Oxford University Press.
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