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THREE WAYS STUDENTS CAN LEARN AND ENJOY MATHEMATICS





The mere mention of mathematics can send shivers down the spine of any student who dislikes mathematics. Many students develop a  sort of fear when it's time to takle a seemingly challenging math question. Lots of literature exist today on the best methods of teaching mathematics and making the subject more friendly to students.
As a mathematics teacher myself, assisting my students to understand mathematical concepts is my fundamental goal. I have done a lot of reading and applied many methods just to make the subject I teach less dreadful.
Among the numerous methods that I have used are what I prefer to call "The three catalysts". This three methods have worked for me to a large extent.

Humour
Mathematics should not be too formal, it should be casual and exciting. I have always managed  to make my classroom a sort of theater where you are assured of fun before the lesson ends. In mathematical concepts that involve a level of complexity, I take students through processes by linking each step to something funny already known to students. Sometimes I create jokes, sing or make funny comments to suit a particular concept. This creates an enabling atmosphere for students to actively get themselves involved in the lesson.When there is humour during lesson activities, students may think they are playing but in actual sense learning. 
For teachers, we can only be happy when we see our students actively involved in lesson activities.

Inquiry-based learning
I personally describe inquiry based learning as a method of teaching where learners are given the responsibility of unlocking the puzzle. The puzzle here means the concept students are expected to grasp. Using this method is very helpful especially in a subject like mathematics.
In this method, students are allowed time to graple over a deliberately designed problem. This is very important in the teaching and learning of mathematics because it helps students to find different ways of solving problems. Teachers only serve as facilitators or 'waiters' as I prefer to call them in this method.
Teachers can only guide students when their help is required.  

All answers are correct
How? What do you mean? Well, In most math problems there's an expected answer the examiner is looking for. For example 2 + 4 = 6 so if a student writes 5 as his or her answer we say that is wrong, isn't it?
In my class, I will first praise the student for being able to produce an answer. Secondly I would ask: how did you get 5 as your answer? For all you know, the student might have written 1 + 4 in his or her book. 
The student might also have a particular way of making computations. Teachers can ask tactful questions to get into the minds students. So I always say to my collegues, instead of saying that's is a wrong answer say how did you get that answer? Students should feel confident in solving mathematical problems rather than habour fear for the possibility of getting it wrong.
In that sense the student is right according to what is in the book or what ever method used. Students have different angles of looking at things and it would be very wise not to rush in condeming answers produced by students. If teachers continue to praise students for their effort, there would be 'wrong answers' in any math class. 

By, EDINAM AHIABLY-KUMORDJIE

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