Singapore's Math Journey from Low Performer to a Top Performer in Maths | Maths - No Problem!

[@Mages84]

Happy Birthday Dr.Yeap

[@portreemathstutor]

Sometimes it is a good idea to teach the procedure first as long as you back it up with an explanation. When I teach students how to divide by a fraction I always teach them the "Times N Turn" procedure ("TNT") first but then I point out that it makes sense because 2 divided by 1/2 is really asking how many times can you take a half away from 2, just like 6 divided by 3 means how many times can I take three away from six. Division is just glorified subtraction and multiplication is just glorified addition.

[@tpsu129]

How does one teach exponents without rote memorization?

[@simpleelearn1217]

Look at the relationships between the parts...develop an understanding of how to go from 1 dimension to 3 dimensions. You can also use pattern recognition, and derive some if not all of the rules. While memorization is important for improving student's speed at completing problems, personally I don't think it should be the primary way of learning a new concept.

[@tpsu129]

@@simpleelearn1217 I wasn't talking about introducing exponents as a topic, I was talking about cementing the concept into their memory. We do not give our students enough practice and exposure to topics, such as exponents, because we seem to be afraid of the phrase "rote memorization."

[@simpleelearn1217]

​@@tpsu129 Then I am in agreement with you about practice and exposure. Maybe I don't call it rote memorization, but I find it important to pick a variety of good problems that lead students from the basic to more sophisticated problems with the same concept. I also believe in giving students frequent problems so they will have to encounter common errors, and keep the skills fresh for the long term.

[@abdullahk8691]

@@simpleelearn1217 there's obviously an overlap between the two ideas!

[@simpleelearn1217]

@@abdullahk8691 Yes!