Turn mathematics problem solving for primary school children into a conversation

Vocabulary is the body of words one can use effectively to communicate in a given language. Our research shows that learners in lower classes find difficulty in using common mathematics words such as “altogether”, “diameter”, “profit” and many others, which makes it impossible for them to workout the correct answers.

This inadequacy in mathematics vocabulary can only be addressed through regular practice by putting new words into writing and speaking so that learners continue to remember them. Learners need to see many of these words in various contexts such that they become part of their daily vocabulary. Once this happens, then solving mathematics problems will be natural similar to responding to a conversation.

Students that excel in primary mathematics have better mathematics vocabulary and technology solutions can help. Concepts and vocaburary matter most.. Our research with several learners and teachers, shows that a good number of children just workout the numbers without understanding or appreciating what they are trying to achieve.

Let us take an example from our study when we requested learners to show what 90 degrees means from the geometric diagrams they were using in their homework’s. Although well drawn with the 90 degrees mark, most learners were oblivious of the fact that an angle is the amount of turn between two lines. Some suggested that 90 degrees was a distance along the vertical and horizontal lines.

From the learning point of view, it is okay for learners to start by working out the numbers as this is in line with booms taxonomy of learning. However, without appreciating the underlying concept of an angle as the amount of turn, upstream concepts such as alternate angles, complementary angles, supplementary angles, interior/exterior angle properties of triangle become confusing and artificial because of the inability to relate them to real-world meaning.

Without any relation among the terms and terminologies, learners resort to rote learning or the try and error method where they will simply look at the numbers and either add, multiply or do whatever they can recall the teacher doing to numbers in class. This undesired state of affairs can be mitigated by allowing learners to do more directed practice on specific questions that seek to reinforce a linkage to real-word meaning.

Boldungu draws from the well-known psychology stimuli-response where repeated exposure and reinforcement will lead a natural linkage to concepts. Learners get to create questions for themselves. This first and foremost gives the learners the notion that it is no the teacher against them by firing questions at them, but it is them exploring the world of mathematics.