Maths is a complicated subject to most of the young learners. Chances of making mistakes are more if you are not following the correct process. Technically speaking the processes is determined by how you are making the children learn the basics of maths. Things which look easy and simple to you; may be it will be completely different and difficult for those learning it for the first time. Modern educators who are seeking formal knowledge and are being trained with the TEFL Course in Mumbai refer to certain teaching styles, techniques.
Let’s identify the common mistakes and then refer to some easy process or methods that would aid children in solving multiplication, division – key components of arithmetic.
- Common error made by the children in The process of Multiplication:
First, the mistakes arise from an imperfect knowledge of the multiplication facts. This would naturally require more time for revision and practice.
Second, mistakes that arise from “carrying” and these arise in multiplication. This is because it involves much calculation. If the child really does not understand the method or process of carrying then it is due to lack of concentration: the child finds it too difficult and loses his place. This can be probably an indication that the work is too advanced and should be introduced at a later stage.
Third, mistakes due to carelessness in addition. Mistakes with noughts is very common, for instance you are asking the child 7 plus zero equals 7, the child may assume it as 7 multiplied by zero equals to 7 which is wrong.
Fourth, point is that mistakes are arising due to incorrect setting down of the sum. For instance, 464 multiplied by 37 might be written as 464 * 37 which is fine by division sign is not a correct one.
- Key points need to be addressed when teaching multiplication:
With clear set of instructions and activities seeked from the TEFL training such mistakes can be solved. These are as follows and been referred in the TEFL course in Mumbai,
First is that a suitably graded scheme should be followed.
Second is that multiplication “facts” should be learned so that children can use them both effectively and quickly. Accuracy is important.
Third is that at every stage examples in “problem form” should be given so that children soon get familiar with words and phrases that indicate that multiplication is required.
Fourth is that in reference practical examples and everyday situations should be used whenever possible to illustrate the use of multiplication.
Fifth is the squared paper should be used in the early stages to help the children to set down their work correctly.
Sixth is the standard phrases in working should be insisted on particularly at the early stage.
Seventh is the point which mentions that each child’s error should be carefully analysed as you being the teacher can give or help the child wherever required. It is only required to give the child some hints if it is require and only if the child can recognise some of the close, or be as close to the solution. This is mainly to avoid any mistakes.