We can teach Mathematics to young learners with ease. They may be disengaged, young and bored, but even then we can still draw children into
mathematics early on in their life.
First, we must give them much encouragement. We need to encourage them for a more enriching class-time experience.
Second, we must teach them the subject with regularity. If possible, we must sit down with them every day, infusing the concepts into their minds. But most important, we need to make sure these sessions are fun.
More than anything, we must teach math using use interactive activities. Let us use flashcards or sheets of problems. Let us give them small objects and allow them to use those to count out the answers to the problems. We can also make them use their fingers when no objects are available.
We also must teach concepts, and not just memorization. While memorization can certainly be helpful, learners must discover exactly how mathematical functions work. They must be made to apply their knowledge in other ways—this will enable them to handle higher concepts later.
We must likewise provide multiple and varied activities showing how concepts work, ensuring that they completely understand a concept before moving on.
If we just skip or proceed to the next, they might be confused and won’t be able to apply them in other ways.
We must not forget to make the subject real. Learning experiences will be more effective if they consist of playing games with the things around them. We must use the local materials available to apply the concepts we teach on the chalkboard. All around us are mathematical concepts that find forms in real life.
There are plenty of instances in which we can situate mathematical concepts in the things around us, the everyday objects familiar to them—and even the situations they find themselves in. We just have to look around and hard—and meticulously include and integrate them into our lessons.
I am sure that this last approach is very rewarding because our very young learners will be able to find mathematics—not only on the pages of the textbooks or modules—but in their very own lives.