You'll need to determine if he has indeed understood the relevant concepts. This can be done at 2 levels:chloecube wrote:Hi cinamon,

DS is in P5, he keeps saying Math is so hard and he said he is very scare of math exam, i can see he is stress bcos he is not able to do many sums

i know how the sum works and method (but not expert here), but when i teach him and i do not mind repeating myself till he fully understand, then he claimed he understand there and then, i even covered the method and make him re-do and show me, he is able to do it, though i do not know if he really understand or merely rely on memories of what i just wrote for him...

the thing is he forget all abt it the next day

he can do similar kind of sum 5 over times, but still forget..

what can i do to make it instill in his mind of those i had taught him?

Level 1: give him a similar problem to the one that he has been taught

Level 2: give him a problem that has different wordings and variables and looks different from the one you've gone through with him , but yet uses the same technique.

This has to be done right after you've gone through some problem sums with him. This will eliminate memory issues.

If your son can do Level 1 but not level 2 problems, then it means that he has not internalized the concepts and is unable to apply the concepts to new problems. He learning from, what I call, pattern recognition. When a problem matches a certain pattern, he is able to solve it. Learning from patterns is very tedious and is memory intensive. Some kids are quite good at it though.

If your child is not able to mange Level 1, then it means that the child is not able to recognize the problem pattern. In such cases, there will be a need to refine the teaching methods. In most teaching methods today, the teacher writes the solution on the board and the child copies the solution. There will be some explanation, but there is no interactive "what if" questioning.

For effective learning, "what if" scenarios are very important. Encourage your child to ask "what if", what if at the end John and Mary did not have the same number of apples ? what if the difference are not the same ? what if the Total is no longer unchanged, what if the fraction is changed to percentage ? what if in the end the value is not a zero ?.

The answers to the "What If" questions will reinforce what you're teaching. Encourage your child to ask the What if questions and also ask your child the What If questions. This will give you a gauge on whether your child truly understands the concept or is just memorizing the steps.

This is an interactive way to learning. In school, the teachers cannot adopt this approach as it takes too much time with 40 students asking "What If" questions.

When you see a gap in your child's understanding of the concepts, zoom in on that and expand on it. Give examples of other situations where the concept can be used.

To help your child understand the concepts, draw analogies to real life situations. You understand your child's life better than anyone else, draw analogies from his personal experiences, things that matter to him, his interests, his hobbies, his passion. The brain works most efficiently when new information is linked to existing information. It is all a matter of linkage. High ability students can form the links on their own, other students will need help forming the links.

However, current heuristics techniques are quite a handful, so it is not easy to memorize all of them and to discern which to apply for a given problem sum. This is the reason why I developed Table Heuristics. Students are able to solve problem sums with just one technique.

If all else fails, then exam smart strategies needs to be employed. Focus on "bread and butter" problem sums like Transfer Problems, Unit Value problems and Distribution problems. Ignore the complex topics like Speed, Rates, etc..

Attending this workshop will give you an additional technique to use. If you child does not like to draw or is unable to visualize spatial objects, then this would be an alternative technique.

This technique presents your child with a table. The table is filled up with values transferred from the problem sum, and equations are circled and solved. A part of the technique involves language comprehension. There are rules to this. PSLE Maths Problem sums is fraught with obscure wordings, ambiguous phrases and non standard sentence constructs. Students have to find their way around this entanglement of Maths English language. I've formulated a few rules to help them out.