The topic says Maths is a childs play most of you might be in a surprise or some of you might be thinking that i have gone mad. Yes i knows its natural. Maths is being potrayed as one of the most difficult subject to learn. Today as usual I woke up late in the morning and flipped few pages of my daily news paper. Suddenly my eyes caught a topic "Maths is a childs play" After reading the whole article i concluded myself that teacher plays a crucial role in giving a kick-start to a student’s academics, teachers’ interactiveness and ability to teach plays a pivotal role in understanding a subject instead of studying from various reference books often known as refreshers or keys which most of the students and teachers rely on these days. I also learnt through visual media that a child’s brain upto the age of 8 has much more grasping power than that of any age group. If he/she are taught by highly skillful teachers, they might contribute alot to the coming generations.
CHILDREN who had never been taught addition or subtraction were able to solve approximate math problems involving large numbers, researchers said on Wednesday
In a finding that reveals a new understanding of children’s innate math ability They said children’s early struggles with math may be linked to the need to produce a precise number The finding could lead to better ways to teach math to young children.
Camilla Gilmore of the University of Nottingham, Elizabeth Spelke of Harvard University and colleagues conducted a series of experiments with five- and six-year-old children from a wide variety of socio-economic backgrounds. "I was astonished," said Spelke, who expected to find just the opposite. "Clearly the number words have to be learned and the Arabic notation has to be learned. These things aren’t built into us, but I do think there is a basic nonsymbolic sense of number that is built into us,"
she said. Researchers have known for some time that adults, children, infants and animals have a sense of number. What surprised them was that children who had learned their numbers could draw on this ability when presented with problems in symbolic arithmetic. "We didn’t think they would be able to do it," she said.
To see whether the children were drawing on prior knowledge of addition they may have learned at home or elsewhere, the researchers asked them to produce the exact solution, which they were not able to do.
They said teachers in the classroom-based study were sceptical about the experiment and surprised by their students’ success and how much they enjoyed participating. The study might be useful for teaching math to younger children.
With Inputs From HT Media
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