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UNDERSTANDING THE DIFFICULTIES IN MATHEMATICS AND TEACHING SKILLS

UNDERSTANDING THE DIFFICULTIES IN MATHEMATICS AND TEACHING SKILLS. By ____ Dr. ASHWINI Asst Prof, Dept of Psychology Maharani’s Arts & Commerce College for Women, Mysore. LEARNING DISABILITY.

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UNDERSTANDING THE DIFFICULTIES IN MATHEMATICS AND TEACHING SKILLS

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  1. UNDERSTANDING THE DIFFICULTIES IN MATHEMATICS AND TEACHING SKILLS By ____ Dr. ASHWINI Asst Prof, Dept of Psychology Maharani’s Arts & Commerce College for Women, Mysore.

  2. LEARNING DISABILITY • Samuel Kirk proposed the term learning Disability on April 6th 1963, when addressing the gathering of parents in New York City. • Learning Disabilities are formally defined in many ways, they usually contain three elements 1.The Discrepancy clause 2. An Exclusion clause 3. An Etiology clause.

  3. Definition of Learning Disability Learning Disability can be defined as a “Hidden handicap”. A condition where students exhibit difficulty in learning, the grade normal Which cannot be explained in terms general intellectual retardation, visual, hearing, or motor handicaps, Psychological conditions, inadequate Schooling etc.. , but the inability of the student to acquire the necessary learning skills.

  4. Types of L.D. • Dyslexia • Dysgraphia • Dysphonea • Dyscalculia Dyscalculia--- Learning Difficulties which are solely related to mathematics i.e. inability to acquire the basic mathematical knowledge and skills. Difficulties in math's handicaps the pupil in other interrelated Subjects like physics, chemistry, commerce and so on, and also Daily life activities. Because “Mathematics is the queen of the sciences, and arithmetic is the queen of Mathematics”.

  5. Numbers can be exciting, challenging tools or cause of great anxiety. Mathematics is a sequential subject, building on early skills and knowledge to take the student on to new skills and knowledge. It is a subject of organization and patterns, of abstract ideas and concepts. Gaps in the early stages of understanding can only handicap the learning in later stages, so early identification and timely intervention is very much essential.

  6. Deficits or potential areas of difficulty in realm of mathematics. • Directional confusion – children may write numbers backwards, or may be confused by inconsistent ‘starting points’ of algorithms • Sequential problems – Difficulty to count, difficulty remembering the sequence of steps to follow • Visual perceptual difficulties – pupil may confuse +, x , /, or 6 & 9 or 3 & 5. • Spatial awareness – is needed for work such as place value or distinguishing between 2 & z or 3 dimensional geometry or pupil may lose his place on the page or board he is copying from.

  7. Short term memory – Poor STM can create several areas of difficulty & has a strong influence on how a pupil processes numbers. Long term memory – Poor LTM handicaps other areas of mathematics, such as recall of algorithms or formulas.Language of math's – Math's has its own language & symbols – the same symbol has different names, eg., + -- means add, more, plus, positive… Word skills – The wording for mathematics problems tends to be precise & so needs accurate reading and interpretation.

  8. Conceptual ability – The child’s ability to form concepts will be aided by the range & extent of the experiences he receives.Anxiety & self-image - Pupils poor self-image & his mathematics anxiety.

  9. Basic principles • Begin where the pupil is – One of the greatest mistakes made in all phases of teaching is in assuming that a pupil knows more than he does. • Give frequent information of his progress – By means of charts, graphs show their improvement, which provides a powerful spur to learning • Work must be real & vital to the pupil – Mere exercises, related to the basic life goals. • Definite satisfaction practice with – accounts for rapid learning. • Abundant & varied exercises & activities should be provided.

  10. Art of Teaching • Start the period in an interesting way • Use historical topics when appropriate. • Make effective use of manipulative aids • Make provision for student discovery • Discuss applications of mathematical concepts. • End the period with something spectacular. Eg., Make use of “Math-magical” novelties

  11. Harry Chasty – If the child does not learn the way you teach, then teach the child the way he learns. • Teacher must know their stuff, They must know the pupils whom they are stuffing, And above all they must know how to stuff them artistically. God created natural numbers; every thing else is man’s handy work. –Leopold.

  12. THANK YOU

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