The solution might lie in improving children’s spatial skills.
Articles on Teaching maths
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In the past, maths teaching has focussed on procedures and right answers. Today, teachers want students to form connections between concepts and solve problems.
Use props, break the problem down and stay positive.
Why might maths students’ performance suffer from relying on videos? A new study suggests we might be conditioned to watch video in a way that hinders the sort of thinking needed in maths.
For years you may have been adding and subtracting numbers in your head in a certain way, but these strategies were never formally taught at school. Now they are, and they all have names.
Performance in mathematics matters for university entrance. Without it, school leavers are not eligible for many programmes.
Make maths more fun with these tips
Through abstraction, the underlying essence of a mathematical concept can be extracted.
Learning about real-life money decisions from a young age helps kids learn maths and improves their financial literacy.
Math instruction is stuck in the last century. How can we change teaching methods to move past rote memorization and help students develop a more meaningful understanding – and be better at math?
Good quality education fuels an economy. South Africa needs to increase its supply of science and technology university graduates. But instead it’s lowering the bar, especially when it comes to maths.
The truth behind South Africa’s decision to allow 20% as a maths pass mark in some grades is a little more complex than many have suggested.
There’s extensive research evidence to suggest that grade repetition does more harm than good.
Here are some strategies that can help boost both teachers’ and their students’ confidence in maths.
£41m will be spent on ‘mastery learning’ – will it improve learning in primary schools?
A new book criticizes how and what American math classes are teaching. Singling out math instruction in this age of high-stakes testing and accountability is unsporting.
Tracing over maths problems can enhance students’ learning of more advanced mathematical content and multi-step problems.
Top contributors
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Lecturer, University of Pretoria
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Head: Wits School of Governance, University of the Witwatersrand
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Senior Lecturer in Mathematics, University of Lancashire
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Senior Lecturer in Mathematics, University of Essex
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Researcher: Teacher Development and Sociology of Education, University of Cape Town
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Associate Professor, Mathematics Education, University of Warwick
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Professor of Mathematics, University of Florida
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Head of Psychology, University of Portsmouth
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Professor of Mathematics Education, University of Sydney
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Associate Professor, Mathematics Education, Western Sydney University
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National Director, AVID Australia, Victoria University
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Associate Professor in Educational Psychology, University of Sydney
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Professor, University of Nottingham
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Assistant Professor of Mathematics Education, University of Maryland, Baltimore County
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Professor, University of Cape Town