With the new science syllabus, the emphasis on hands on learning is massive. Personally, I find that due to this very reason, the foundation layer step is being taken quite lightly.
Hands on experimental learning enhances the understanding of the topics but the knowledge of the topics need to be there. It bring forth the empasis on theoretical knowledge which the child has learnt.
One approach would be,
1. Draw out a topical concept map. This would help your child in terms of remembering the key words to the particular concepts.
Multiplication tables are now taught in "groups". For example, 2 balls in 2 groups will have 4. Children can draw 2 circles to represent the "group" in this case is 2. Then, draw in the 2 balls in each of the "group" / the 2 circles.
I do similar technique with concrete objects like this one below. This was done with bothP2 and K2 at the same time. As the concept is more of addition than directly multiplication, they were both able to work with it. And importantly, they had FUN!
I have read with interest the problems and frustrations faced by parents with 'lazy' kids who refused to do homework and addicted to computer games. From my experience, most of the kids are plainly not motivated and disciplined to do well in school. In most cases, it's not their choice to behave so but are conditioned by their environment.
In primary school, children are extensively taught how to divide in the abstract form while for us adult, we would simply reach for the calculator and voila! you have the answer. I pity the children.
Well, to teach division, I would take a 3 step approach. In fact, in any teaching of mathematics, these 3 approaches should be taken systematically. This is called the CPA approach (ask any educator and they should know about this approach for primary math).
Problem sum is always a problem to most children (pun intended).
Well before we even talk about problem sum, the child needs to have a strong foundation in what is called mechanical calculation questions. These are simply questions which deals with straight forward calculation. These are what I would call simple mini problems.
Then we go to what used to be called story sums or now known as problem sums.
In our pursuit for the best for our children, do stop and ponder over this.
"Why do you have to be like the others?"
As parents, I understand we want the best for our children. We can help by giving them full support and have realistic expectations from them. My 2 elder boys are average students and I don't push them to be top scorers. Though they don't take the university road, they are doing well in their own capacity. I'm very happy that they are well rounded and decent citizens with no vices.
Do you find getting your child to do his homework a daily problem?
If that is so, you are definitely not alone. Almost all parents I spoke to told me they face this problem very commonly too. It is also one of the most common areas that children and parents fight over.
Does this scenario sound familiar to you?
Mother: DS, can you switch off the TV and go and do your homework?
DS: 10 more minutes, mum.
Mother: What?! 10 more minutes? You have been watching for the past hour! Don’t you have homework to do?
DS: yes, yes… But I don’t feel like doing…
Mother: You are such a lazy boy. Switch off the TV and go and do your homework now!