OCR Text |
Show Ciiilta LIggiL bill, Jot Just Calculators "Simply teaching children to compute like robots is not enough," two University of Utah education professors told a select group of elemeiv tary school teachers at a recent statewide math conference. "We have machines that can do that . very efficiently, and kids know it." "WHAT WE must do is help students visualize and translate the symbols of math into the ability to solve problems. They must understand under-stand the processes, be able to apply them appropriately, and develop valid ways to check the accuracy of their own work." Dr. Stanley M. Jencks and Dr. Donald M. Peck, both associate as-sociate professors of education, educa-tion, base their conclusions on eight years of interviews with hundreds of math students to identify common student misconceptions that lead to error and frustration. THE CONFERENCE was designed to teach leading elementary math instructors how to prevent or overcome those stumbling blocks on the road to math proficiency. "In order to understand fractions, , for example, youngsters must be able to relate fractional symbols to their own experience," Peck pointed out. AS AN example, the educators educa-tors suggested using tangible objects like yardsticks or clocks to teach fractional operations so children can see for themselves what's going on. Once a child understands a physical model, he can learn to visualize the process, apply it to appropriate problems and verify his own answers, the professors added. ad-ded. "The role of the teacher should be to ask questions that will help clarify a child's thinking, but we must let the child decide if his results are right or wrong," Jencks stressed. "Far too many students are totally dependent depen-dent on the teacher to confirm or reject their answers." JENCKS, PECK and Dr. Louis J. Chatterley, a colleague from Brigham Young University, are currently working on a textbook text-book for teachers that will outline their solutions for common barriers to math understanding. un-derstanding. "This conference was an attempt to pass on some of that information so it could be used immediately in elementary elemen-tary school math programs throughout the state," Peck explained. |