This paper aims to help parents do their homework and provide a suitable environment for their children to learn mathematics. Avoid getting into trouble in math learning because of family factors. There are four main suggestions: trust children, respect children, encourage thinking and avoid talking about topics.
1, learn math well, everyone has a chance.
Some parents will think that our children have worked hard and their grades are still so poor. It must be because of poor talent that children are like this;
Some parents will think that our parents can't do math at all and have no hope for their children's genes and math.
Some parents will think, our family is a girl, so don't place too much hope on mathematics in the future;
Some parents will think that our children are too lazy to do it, so they just want to play, so don't expect math study;
Some parents will think that our children are slow-witted and slow-paced, and it is even difficult to keep up with mathematics;
Some parents will think that you can't learn a math problem after doing it eight times, and you can't learn math well with this memory.
Poor talent, lack of hard work, can't be a mathematician at most, can't learn well, but can learn well, do well in the exam and relax. And parents' math learning, children's gender, memory, learning speed, and even don't worry, even if these items are not good, you can learn math well.
If you don't learn math well, you must have met some difficulties in your math study, which led to your failure. Therefore, if you can't learn math well, what you have to think about is what key problems your child has encountered in the process of learning math. Instead of making excuses from talent, genes, gender, personality and so on.
It is very important to believe in children.
The talent, genes, gender, personality and hard work mentioned above will not be the deep-seated reasons why children can't learn math well.
However, distrust of children is probably one of the reasons.
Rosenthal effect, we are all familiar with it. The trust of the surrounding environment (especially parents and teachers) has a great influence on the growth of children.
If parents have no confidence in their children's math, they will definitely feel it. For children with poor judgment, this kind of injury is very fatal. Children will constantly deny themselves in mathematics to prove their parents' views. Of course, parents will also use the result of "really not learning well" to prove their point of view.
When children's grades are low, when children can't understand the teacher's explanation, when children forget what they have learned, when children are very resistant to mathematics, and even when the math teacher says children can't do it, are you still full of confidence in children's mathematics?
The advice is: be confident, or your child will really fail in math.
There is always a real solution to any problem.
Let's give two common examples to illustrate the situation.
Case 1:
Learning situation: One problem is that children always make mistakes, and each time they make mistakes in the same way. After the talk, the child said that I could, and the questions at that time were all right. But a few days later, the same topic was wrong again.
Common misjudgment: The child is too careless in his study, and his memory is too poor, even saying that "his brain is not long". In short, he will be worried about his future math study.
Case study: This phenomenon is normal, because children have their own ideas and it is difficult to give up easily, but their own ideas are not enough to solve this problem.
The correct way: let children express their ideas, point out the problems of their ideas, and help children solve problems with their own ideas. Instead of directly imposing a correct solution on children.
Case 2:
Learning situation: Some children study mathematics seriously, listen carefully in class, take notes carefully, and do homework after class, but they never draw inferences. If the topic changes slightly, they will have no way to start and need help from others.
Common misjudgment: children work hard, lack talent, and have never been enlightened. If it is a girl, it may be labeled as "girls, all like this".
Example analysis: this phenomenon is also normal, because children in mathematics learning, on the one hand, do not have their own thinking, relying solely on the formulas and methods explained by teachers; On the other hand, I don't know mathematics, I only know what it is, and I don't know why, so I can't analyze and solve problems independently.
The correct way: pay attention to the child's learning process and ignore the results. Encourage children to have their own ideas and ask them "why" instead of "what". Only with more and more strong thinking will, thinking ability and thinking experience can we have the opportunity to "begin to understand", otherwise "not begin to understand" is just an excuse.
1, the difference between children is huge.
We should have enough confidence in our children to learn math well, and all children have enough time and opportunities to learn math well.
However, we should also clearly know that the differences between children are enormous. Whether it is thinking will, judgment ability, exploration ability, reasoning ability, analysis and summary and other mathematical thinking abilities; It is also learning ability such as learning speed, listening ability, experience acquisition, investigation ability and reflection ability, as well as mathematics-related abilities such as cognitive level, understanding ability and calculation ability. There will be a big gap between children. This gap is far greater than the difference reflected in the exam results.
Familiar with our parents, we should all know that there are many learning modes to learn mathematics well. Some children are suitable for thinking and learning mathematics, some children are suitable for understanding and learning mathematics, and of course some children are suitable for memorizing and imitating mathematics.
Case: In the same class, some students in the class study very well, but the children have been very poor.
Common wrong evaluation: the same teacher, the same course, the same explanation, how can you not learn well when others learn well? It's definitely not the teacher or the course, or the lack of effort or talent.
Case study: Under the same learning method, there are bound to be suitable children and unsuitable children. Teachers don't teach students in accordance with their aptitude, and schools don't provide a thinking environment suitable for children, which is not necessarily without responsibility.
The correct way: understand the advantages and disadvantages of children and help them find the right learning method. After class, we should find the evaluation standards and teachers suitable for children.
Don't compare with other children, not to mention the factor of talent. Many children who are considered gifted are not necessarily gifted, but may just be unsuitable for themselves, so they don't show their talents. What's more, even if the talent is worse, there are ways to learn well.
2. Help children find the right way.
Learning mathematics, every child has his own characteristics. Many characteristics are not right or wrong, and many characteristics do not mean that they will learn well.
According to children's characteristics, it is ideal to find a suitable mathematics learning method.
Case: Some children prefer to stare at math problems rather than write. Therefore, low-level mistakes often occur. No matter how to persuade children to write the steps on draft paper, children will not listen.
Common wrong evaluation: low-minded, lazy, unable to learn, will suffer big losses in the future.
Case study: I don't like writing, which is often an expression that I like to use my brain (note: this sentence can't be reversed, and many children who like to write also like to use their brains), hoping to complete the writing process in a way of thinking. There is no right or wrong whether to write more when doing the problem, only suitable and unsuitable.
The correct way: since you don't like writing, just think to help your child solve the problem correctly. Give your child more questions that are slightly challenging, but can be right. With the improvement of thinking ability and thinking experience, as long as you think and don't like writing, you can learn mathematics well. Moreover, as long as children are not forced to write. When children find that some topics have to be written, they will help them.
Many parents know that learning math can exercise their thinking. But few children have really exercised their thinking by learning mathematics.
Why? Because of lack of thinking.
If children learn mathematics only by memorizing and imitating, where can they exercise their thinking? If you encounter difficulties, you should give up. How can you exercise your thinking?
1, providing a suitable thinking environment.
When we attach importance to the results of children's problems, it is easy to ignore the process of thinking. Patience, waiting, respect, encouragement, appreciation, attention to the process, and not binding children help to provide an environment suitable for thinking; Anxious, anxious, result-oriented, critical and strict are not conducive to children's thinking.
Let's look at the difference between the language that hurts thinking and the language that encourages thinking.
"Why are you doing it so slowly?" -"You think very carefully, and you are patient and good at solving problems."
"I haven't thought of it for so long?" -"very persistent, you are great."
"How can you have such a heinous practice?" -"It's great that you can have your own unique ideas. Can you share it? Let's see, right? "
"Obviously there is a simple method. Why is yours so complicated? " -"Your idea is correct and very good. Can you try and see if there is a better way? "
"How many times have I told you, why not?" -"If you are not good at doing problems, you need to keep thinking. Keep thinking. After you understand it, you will find that it is not difficult. "
"Be sure to remember this, practice more if you can't remember it"-don't remember this, remember that the method of solving problems is not a meeting, forget everything, and you can solve problems independently. "
"This question, your idea is wrong, you should think like this"-let's see where your idea is wrong and how to adjust it. "
2. Provide appropriate thinking content.
Many children have not formed the habit of thinking, not because of the environment, but because they have not encountered anything suitable for their own thinking.
The most suitable content for children to think about is the problem that the topic is unfamiliar but can be solved by themselves.
At home, everything that parents need to explain, everything that they have learned and mastered, is not suitable for thinking. For example, some suitable puzzle games, puzzles that can be solved without teaching, logic dog checkpoints and so on. For example, some math problems that discover rules can be discovered by themselves without teaching.
Including children's difficulties in study or life, some are also suitable for thinking. For example, careless mistakes, parents' worries, teachers' sighs, and emphasis on 100 times of careful inspection have no effect. Actually, it's better to have a try. Every time this kind of problem occurs, let children think about how to avoid this kind of mistake and make it a problem that children need to think and solve actively. It might work wonders.
1, is it cause or effect?
In recent years, a phenomenon has been found: children who are not ideal in mathematics are often accompanied by parents who often give lectures to their children.
Perhaps, you will think that this is normal. It is precisely because the child's mathematics is not ideal that he should be constantly taught questions. If you learn well and can do all the questions, don't say it.
The teaching experience in recent years has repeatedly told us a conclusion: perhaps, the cause of talking about the topic is that children have problems. However, if you don't learn math well in the end, many parents' lectures have great relevance.
2. A lot of explanations mean that learning is passive.
When a child encounters something that will not happen, he thinks of asking his parents. Even parents are not eager to explain when they see their children. Then children will have a strong dependence on their parents in math learning.
If you are highly dependent, you will not think about actively solving difficulties; When you encounter a problem, you don't think about the reason. In the long run, we can only improve the problem-solving methods, problem-solving routines and problem-solving proficiency; It is by no means mathematical cognition, mathematical ability and problem-solving ability. Then, as the content becomes more and more complicated and counseling becomes more and more difficult, it is very normal for mathematics learning to go downhill.
What children need is not necessarily parents' explanation.
In school, learning a content, including introduction, bedding, teaching AIDS and courseware, the same content will definitely be explained many times.
In this case, if you still don't understand, then what the child needs is probably not the explanation of the parents. What's more, parents' explanation level is often not as good as that of teachers.
Because school explanations can't help children learn math well, what children often need is not explanations, but it is difficult to provide them with the help they need at school.
4. Encouraging, listening and asking questions are what children need.
It is normal for children to encounter problems that they can't solve. What should I do if I can't explain the problem? What does a child need, not an explanation?
What children really need is encouragement, listening and asking questions.
(1) Encourage
When children encounter problems, they ask their parents for help. First of all, parents must encourage their children to keep thinking and not give up easily.
Tell your child that it doesn't matter if you think wrong, and it doesn't matter if you can't think out, but you must keep thinking. If the child says "I've thought about it for a long time", "I've thought about everything I can think of" and "I really can't, please teach me". At this point, the encouragement session ends and the listening begins.
Step 2 listen
Since the child said that he had thought for a long time, he said to the child, "You have thought for so long, what did you think of? Share it. " Tell your child that no matter how outrageous it is, it is good to have ideas that can be said.
Maybe the child thinks a lot and begins to share his thoughts, so even if his thoughts are all wet, he should listen patiently. After listening, give positive feedback. "I can think of this and think very well." This is the end of listening.
Of course, maybe the child can't say anything and it's normal, then the listening session is over.
(3) Ask questions
After listening, I found that the child had a wrong idea, or no idea. Don't explain, ask questions.
If the idea is wrong, then write a simple topic according to the wrong idea and give targeted help. If there is no train of thought, then make a simpler topic according to the original question. This is the end of the question stage.
(4) Re-encouragement
If he suddenly realizes a new problem, the original problem will be solved, and this problem has been successfully solved.
If the new simple question still has no ideas, then go back to the "encouragement" rule, continue to encourage children, and insist on thinking about this simpler question.
After encouragement, if you don't remember, listen and ask again.
That is, the correct approach should be a cycle of encouragement, listening and asking questions until the problem is finally solved or the help is not solved.
In the right way, if the child's problem is still unsolved. Then it means telling him directly that children are also rote memorization, which has little effect except strengthening memory and increasing dependence.
It doesn't matter if you can't do it, there is still a long way to go to learn mathematics. However, it is difficult to eliminate the side effects caused by simple and rude explanations.
The ultimate goal of parents' help is to avoid inefficient explanations and promote active thinking when children encounter problems that they can't solve. It's better if the problem is finally solved, but it's not urgent if it can't be solved.
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Every child has to study math for more than ten years. In this process, it is normal to encounter difficulties, problems and setbacks.
When you encounter difficulties, don't be anxious, treat them with a normal heart, find out the real cause of the problem, and have enough time to grow and progress. Mathematics learning must be a long-distance race, not the accumulation of countless sprints.
Adhere to "trust children", "respect children", "encourage thinking" and "avoid explanation". If you really can't do it, let it go, or choose a trustworthy teacher and school, or leave the study to the children themselves.
Finally, I hope every child can find a math learning method that really suits him.