A - Z of Mathematics

A - Z of Mathematics
	Attitude is the key to success. If your child expects to succeed, success will come. Encourage a positive, have-a-go, you-can-do-it atmosphere.
	Books and stories are full of maths. When you share your bedtime story with your child, discuss things like "How many Billy Goats Gruff were there?" "Which one went over the bridge first?" "How many had crossed the bridge before Big Billy Goat Gruff came?"
	Counting is not just reciting a sequence of numbers. Encourage your child to touch the object as it is counted so 1:1 matching is established. Conservation means understanding that a group of five is always five, no matter how it is arranged; that two sticks of identical length will always be identical no matter how they are positioned; and that an orange retains its mass whether it is whole or cut into halves or quarters. It is a vital concept that comes with experience and maturation and many children are five or six years old before it happens. Calculators and computers are part of today's world but they only replace the pen and paper, not the brain. You still need to know what to do with the data you enter, just as you need to know what to do with the data you write.
	Demonstration is the first link in the chain of understanding. Development in maths understanding occurs at a different rate, and often in a different sequence, for each child, as does learning to walk and talk. Be patient and be positive. Expect you child to master the task eventually, but don't expect too much too soon.
	Estimation helps give us an idea of what the answer should be, so the children are encouraged to predict using what they know, and then test these predictions. This helps develop the ability to see the 'reasonableness' of an answer. Errors are a vital part of the learning process, particularly when they inspire your child to ask "Where did I go wrong? Why? What can I do to fix it?"
	Feedback is crucial because no one can achieve in a vacuum. Praise success and offer support and encouragement to try again in a different way when things don't work out.
	Games are a powerful way of learning. Even old favourites like Snakes and Ladders or Chinese Checkers teach the child much about how are number system works.
	Hands-on means exactly that - exploring concepts using hands-on materials. Remember the old Chinese proverb ... I hear and I forget I see and I remember I do and I understand. Hobbies such as Lego, sewing and cooking provide practice in a wide range of mathematical concepts and skills. Homework can be a hassle for parent and child and it is better to make an appointment with your child's teacher to discuss matters if your child is struggling at home.
	Investigations are a key learning strategy as your child has to identify the problem, decide how to tackle it and then trial several different solutions to find the best. Information literacy strategies are an excellent tool for unpacking an investigation Imagination needs to be used as much as intellect to develop new solutions to old problems. Ask your child "Is that the only answer? Is that the only way you could do it?" Involve yourself in what your child is doing. If your child sees that you believe maths to be important and worthwhile, then they will too.
	Jargon is "unintelligible words, gibberish, speech full of unfamiliar terms." If today's maths is jargon to you, make an appointment with the teacher to have things clarified. Much has changed since you were at school and teachers welcome parents being involved.
	Kiss and tell your child as often as you can how proud you are of him/her and what they do.
	Lend an ear, if not a hand, when your child wants to talk about a problem. Often just expressing it aloud is enough to clarify thinking.
	Mental calculation is still critical but it is now underpinned with understanding, not just rote learning. The tables chart on the back of the toilet door is still a useful tool. Measurement is a key concept and a skill we use whenever we make decisions about time, money, distance, capacity, volume, mass or area. Manipulating objects to see the problem and thus understand it better is an essential part of young students' learning. Being able to think on an abstract level starts about 10 or 11 years old. More of the same doesn't mean progress. Just because you weigh a pig every day does not mean it will get fatter! Once your child has understood a concept, look for ways for them to transfer and apply their knowledge to new situations.
	Number crunching is no longer enough. We need to observe, classify, estimate, look for patterns, measure, collect data and a host of other skills. Numeration teaches us how our number system works and how we can make it work for us. Numeracy means being able to choose and use the appropriate mathematics to solve a problem. It includes number, measurement, space, algebra, chance, and data gathering and interpretation,
	One and one still make two - that hasn't changed but the knowledge of how much learning your child has achieved to work it out with understanding has. That's why teachers are teaching in different ways. Observing is crucial to problem solving so encourage your child to use all their senses and talk about their experiences. Open-ended questions such as "How many ways can you find ...?" allow your child to achieve and succeed at their own level.
	Parents are key players in a child's education and a positive parent/child/ teacher partnership is a powerful combination. Picking patterns, seeing relationships and making links and connections between experiences is how we learn - and provide the keys to unlocking a problem. Practice makes perfect so give your child lots of opportunities to put their skills to work in real-life situations.
	Questions are how children find out. If you don't know the answers, ask your child, "How do you think we could find out?"
	Real-life maths involving everyday situations gives maths its relevance. Look for ways your child can become involved in the maths needed to run a home. Recording with paper and pencil and symbols is one of the last links in the chain of understanding. Reward your child with praise. What may seem a small achievement to you may be the end of a major struggle for your child.
	Solving problems is why we do maths and often the search for the solution provides the greatest learning experience and satisfaction.
	Talking with your child shows you are interested and helps your child clarify their thikning. Being able to explain what they have done and why, is the final link in the chain of understanding. Teachers, like you, want the best for your child and two heads are better than one so encourage teamwork. Be an active participant in your team.
	Understanding a new concept takes time and practice and often depends on natural maturation. Sometimes, the best response is to wait. Use the language of maths when talking to your child and encourage them to do the same.
	Visualising a problem and being able to make a model, diagram, map or plan is often the first step in solving a problem.
	Writing about what they have done helps your child to clarify and communicate ideas and understandings, as does making lists, charts, diagrams and graphs.
	Xpect your child to understand and enjoy maths and you won't be disappointed.
	"You can do it!" may be all your child needs to hear to be encouraged to keep trying.
	ZZZZZZZZZ -what maths should no longer do!