Effective Mathematics Teaching Decalogue for Adults
M
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1
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6
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D
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M
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J
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m
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Effective teaching is impossible
without the mutual trust
of the child and
the teacher,
but also without the trust
of the parents.
I
P
R
A
I
S
E
,
n
o
t
r
e
b
u
k
e
It is not allowed to assess
a child's predisposition, one
should not say that he has
no ability to do mathematics.
I
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T
e
l
l
S
T
O
R
I
E
S
Anecdotes associated with
a mathematical formula
or theorem allow for interest
and
facilitates memorization
.
This
can be
shown by the story
of Carl Gauss, who added numbers
from 1 to 100.
I
I
I
Tell me how you will solve it
–
this is how we teach
you
to think
and to
understand
,
instead of working
schematically
.
I
V
S
o
l
v
e
i
n
M
E
M
O
R
Y
Without understanding,
teaching
mathematics
is
unproductive,
knowledge
is
impermanent and of little use.
V
U
N
D
E
R
S
T
A
N
D
R
E
M
E
M
B
E
R
What needs to be
memorized
should be clearly defined.
Understanding makes it easier
to remember but does not
replace it.
V
I
E
X
E
R
C
I
S
E
Practise
makes perfect, allows
you to acquire the skill
of applying memorized rules.
But some need to train more
than others to achieve
the same effect.
V
I
I
T
r
e
a
t
i
n
d
i
v
i
d
u
a
l
l
y
Develop mathematical talents.
Don't neglect those who do
well.
Give more time and attention
to those who have difficulties.
V
I
I
I
G
i
v
e
m
a
t
h
e
m
a
t
i
c
s
m
o
r
e
I
M
P
O
R
T
A
N
C
E
Teachers should be
mathematicians and classes
should be divided into groups.
In parallel, additional classes
should be given for particularly
gifted students and compensatory
classes for those who have
difficulties.
I
X
L
e
t
'
s
n
o
t
b
o
a
s
t
o
f
b
e
i
n
g
w
e
a
k
i
n
m
a
t
h
e
m
a
t
i
c
s
Let's start to propagate
the view that public figures do
not confide in their problems
with school mathematics.
X
T
h
a
n
k
y
o
u
f
o
r
y
o
u
r
a
t
t
e
n
t
i
o
n
!
Trust, praise, storytelling, memory-solving, understanding, remembering, exercising, and individualized treatment are essential aspects of effective mathematics teaching for adults according to Maria Wanke and Jerie. The Decalogue emphasizes the importance of mutual trust, positive reinforcement, engaging anecdotes, critical thinking, comprehension, memorization, practice, and personalized attention in facilitating adult learning and mathematical skill development.
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MATHEMATICS FOR ADULTS MATHEMATICS FOR ADULTS M4A Erasmus+ Erasmus+ 2018 2018- -1 1- -PL01 PL01- -KA204 KA204- -051061 M4A 051061 Decalogue Decalogue of of mathematics mathematics teaching teaching Maria Wanke Maria Wanke- -Jerie Jerie
The most important The most important - - TRUST TRUST I I Effective teaching is impossible without the mutual trust of the child and the teacher, but also without the trust of the parents.
PRAISE, not PRAISE, not rebuke rebuke II II It is not allowed to assess a child's predisposition, one should not say that he has no ability to do mathematics.
Tell STORIES Tell STORIES III III Anecdotes associated with a mathematical formula or theorem allow for interest and facilitates memorization. This can be shown by the story of Carl Gauss, who added numbers from 1 to 100.
Solve Solve in MEMORY in MEMORY IV IV Tell me how you will solve it this is how we teach you to think and to understand, instead of working schematically.
UNDERSTAND UNDERSTAND V V Without understanding, teaching mathematics is unproductive, knowledge is impermanent and of little use.
REMEMBER REMEMBER VI VI What needs to be memorized should be clearly defined. Understanding makes it easier to remember but does not replace it.
EXERCISE EXERCISE VII VII Practise makes perfect, allows you to acquire the skill of applying memorized rules. But some need to train more than others to achieve the same effect.
Treat individually Treat individually VIII VIII Develop mathematical talents. Don't neglect those who do well. Give more time and attention to those who have difficulties.
Give mathematics more Give mathematics more IMPORTANCE IMPORTANCE IX IX Teachers should be mathematicians and classes should be divided into groups. In parallel, additional classes should be given for particularly gifted students and compensatory classes for those who have difficulties.
Let's not boast of being Let's not boast of being weak in mathematics weak in mathematics X X Let's start to propagate the view that public figures do not confide in their problems with school mathematics.
T Thank you for your hank you for your attention attention! !
