What is Mathematical Ability?

[from the book 'Inikkum Kanakku' by Mr.Rajendran]

We think that ability to solve a problem quickly is M.A. But a computer/ a calculator can do the same thing much faster.

So, we think that following criteria marks as Math Ability

• Thinking different ways to solve one problem
• Estimate/ Guessing an answer before actually doing the problem [Estimation]
• Finding an apt way to solve the problem
• Ability to make similar such questions and solve it
• Finding/ Discovering/ Constructing a theory by solving a current problem and testing the same by creating more such problems
• Trying to find relationship between existing and previous concepts

Math and Abstract Ideas

One way to teach Math is to employ the following model

Experience à Language à Pictures à Symbols/ Abstraction

This is very similar to other models like

Concrete à Pictorial à Abstract

Manipulative à Visual à Abstract

What can be called as Numeracy [Ennarivu]? [pg.no.53]

The knowledge about various concepts of a number and the ability to form more such concepts can be defined as Numeracy.

E.g. Take a number 12. What can you tell about this number?

• 10+2 = 12
• 12 ones make 12 or 1 tens and 2 ones make 12
• Less than 13
• Etc..

This knowledge/ ability will increase as per the class of the student.

 Concept of Game/ Gamification [Box item, pg.no.41]

Why do children play or watch a game like cricket, football again and again?

In a game, when a bowler bowls the ball, nobody can actually predict what is going to happen.

In that case, the audience might speculate what will happen, while same thing else altogether could happen or the exact same thing could happen as expected. This uncertainty is the nature of any sports.

This characteristic is present in almost every sport either less or more depending on the nature of the game. There is no such game where one can predict the outcome, i.e. who the winner is going to be.

When a classroom activity has that nature of uncertainty, the students are hooked to live through to see the end. Just mere reciting a poem, imitating a procedure or finding answers to five similar problems cannot be considered exciting.

The Surprise Element [Box item – pg.no.163]

Presenting a concept, teaching children how to solve problems and then asking them to solve 10-15 similar such problems to solve doesn’t build any Mathematical ability.

There should be an element of surprise in it and a deep thirst to solve a problem, discover the concept behind it, build a mental model, test that model by creating similar such problems and in the process to discover more such surprises will definitely improve the Mathematical ability. Any Math activity should have this surprise element to completely involve the children.