It’s a matter of mind over mathematics

Children have to get over ‘abstract phobia’ to realise the fun in it
The KVU principle — which stands for Kinaesthetic (touch and learn), Visual (see and learn) and Auditory (listen and learn) — can be applied effectively while teaching maths. It helps children learn and understand mathematical problems easily. The same method is used while teaching Abacus, wherein children learn the art of mental arithmetic in their maths class.

Numbers and alphabets are abstract in form. We can explain the calculation of small numbers by relating it to objects. However, when you move on to larger numbers, you cannot use objects to teach, so this is how the fear of mathematics begins. This is a stage where students develop a so-called ‘abstract phobia’. If this is dealt with at an early stage, children will find mathematics interesting and easy.   

In Abacus mental maths, children start using visual concepts instead of the regular abstract ones. Two schools in the city, Vishwashanti Gurukul and Crescent, are successfully integrating computer methodology into the maths curriculum. This has dramatically changed the outlook of those students towards mathematics.

Chittaranjan Shirodkar, area head (Pune), SIP Academy for Abacus and Brain Gym

Relate it to day-to-day life for easy understanding
The main reason for students being uninterested in maths is that teachers are not motivated. Moreover, those who usually teach in schools are not maths graduates. People do not realise that mathematics is the backbone of all sciences. If you have a strong foundation in maths, you will find it easy to use it as a basis of calculation later in life.

It is an abstract subject, where everything is precise and concrete. The end result is universally applicable. If you are good at maths, you have a plethora of career options to choose from. Who teaches you the basics is important, but practising and working hard is in your hands.

Parents can develop the love for maths in children by relating it to day-to-day situations and immediate environment settings. For example, objects like matchsticks, bangles or even the rooms in the house can be used while teaching children to calculate the surface area, circumference, length, breadth and height.

Visualisation and involvement of the children are essential aspects. However, you cannot use the same formula at different levels of schooling because with every stage, the content undergoes a change. The secret lies in tuning the brain so that children believe maths is not as tough as they had thought it to be. Once they get past that hurdle, they will develop an interest and find it easy.

Maruti Shikare, professor & head, mathematics department, University of Pune

Use your child’s interests to teach nuances of the subject
I have observed that children enjoy maths if they are taught along the lines of something that interests them. For instance, my daughter was asked to count coins, which she does not like doing. However, when it came to cricket scores, she could calculate the run rate and other things easily. Thus, the key is to find out what the child is interested in and come up with an approach that is linked to it. So, if a child is fond of skipping, he/she could be taught basic mathematical skills by counting, adding or multiplying the number of skips.  

Another exciting method would be to take any square; for example, a calendar and add or multiply the dates in a given week. Of course, there is no shortcut to success. There are certain fundamentals in mathematics that have to be learnt and require hard work. Multiplication tables and formulas help people
in doing maths later on as well. People who use mathematics on a day-to-day basis, such as a vegetable seller, are quick with calculations.

The most important aspect is that the teacher should be interested in teaching the subject. He/she should enjoy it and be able to convey the beautiful aspects of maths to the students. With maths, practice is the key. The more you practice, the better you get. Teachers could thus make use of innovative methods to make it easy for students. They should identify what appeals to them and use it for this purpose. Maths is a game; it is either 0% or 100%.

Arvind Paranjpye, scientific officer, Inter-University Centre for Astronomy and Astrophysics (IUCAA)

The numerous applications of maths intrigue me
I took up maths because it improves my logic. I started taking keen interest in the subject in standard VIII. Prior to that, it was just about basic formulas and operations that did not appeal to me. However, later there were whole new concepts and diagrams, which made it interesting. That was when I understood the different applications of maths, especially those related to natural laws. I was intrigued and hooked to these concepts. In standards IX and X, I was lucky to have good teachers, who helped me develop my skills further.

Maths is rightly called the queen of all subjects. I worked for an IT company a while ago and realised that I could solve many issues only with the application of maths. 

Jatin Majithia, MSc student (maths)

Very few choose to study this complicated but exciting subject
Maths is a tough subject, but I was always good at it. In school, we were taught the basics that were not difficult. When I was doing my graduation, I was exposed to a completely different kind of maths, which was far more challenging. This motivated me to study the subject further. There are very few who choose to study this complicated but exciting subject. I was inspired to be one of them.

Maths is an indispensable part of our everyday life. It is something that cannot be seen and only be imagined. This makes it even more fascinating. However, unlike other subjects, in maths the teacher plays an extremely crucial role. I consider myself fortunate to have always got excellent teachers. They explained the subject to me in the true sense.

Sangita Choudhary, MSc student (maths)

Students will find computer-aided mathematics appealing
I feel that when students in standards III or IV are made to mug up multiplication tables in a repetitive manner, they start developing a fear of the subject. Once they reach standards VIII or IX, they are confronted with geometry. Since there is no clarity on how to relate to geometric figures and formulas, their fear increases. As these children become older, they start believing that mathematics is not their cup of tea.

Mathematics is practical in nature and cannot be reproduced by mugging up. It requires active application of the brain. You cannot solve a problem without understanding the various formulas and theories. We are working on a project involving undergraduate students to see how open source mathematics software can be used to improve teaching of the subject. This would include computer visualisation and other effective methods. We have conducted workshops for teachers to develop their skills in computer-aided mathematics and geometry. This makes it easy for students to learn the subject and there is a fun element too.

Manjusha Joshi, lecturer, computational mathematics

My son enjoys maths and even won a competition in Chennai
My son Krish has been good at maths since the beginning. He is 8 years old now and has won a prize at a national-level Abacus competition held in Chennai. He performed extremely well by doing 50 sums in five minutes with the help of Abacus.

Maths has always fascinated him mainly because I own an Abacus franchise. When you see your parent doing something, you naturally start taking interest in it. It is important to make maths fun for children. Just about anything, like matchsticks, can be used to demonstrate various mathematical operations.

Another option is Vedic maths. It is exciting as it gives direct answers through the vedas, sutras and sub sutras. Learning through Abacus also makes maths interesting for children. Basic mathematical operations such as addition, subtraction, multiplication and division are solved by simple movement of beads in this instrument. This helps children develop a pictorial representation of the problem in the brain. By regular practice, the brain learns to solve the problem without actual use of any aid, including the Abacus.

However, most children fear maths and often try to escape from the complexities of problem solving. This is where Abacus comes to aid. It develops speed and accuracy in mathematics using basic methods. This naturally develops children’s aptitude and liking for the subject within a short period.

It is also important for teachers to make classes more interactive. If you keep asking questions, children naturally start enjoying it and look forward to the next class. A lot depends on the teacher’s approach and also the training he/she has gone through. 

Sujata Gupta, Abacus franchisee, Aura Kidz Company

Learning maths can be stressful if done the wrong way
A lot depends on how mathematics is taught at the school level. The practice and coaching that students get at the primary school level will create interest in their mind and help them perform later.
If your foundation at the school level is not strong, it acts as a psychological hurdle and students start thinking mathematics is not the right field for them. Maths and languages are similar in this sense; if you find it hard to understand, it will be more difficult to like the subject. The best technique is to keep practising and solving different problems on your own.

At the primary level, the subject should be taught in an interesting manner to students. However, at the higher level, it is the students’ responsibility to practise and master their skills of calculation and understanding. Teachers must act as facilitators. They should tell students that this subject cannot be mugged up as it is not theory based. Learning maths can be stressful if you are doing it the wrong way.

Shashikant Katre, acting director, Bhaskaracharya Pratishthan