A Teacher and Material Developer Should Think How A Child Thinks

20 January 2016 By In Blog Mathematics
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A Teacher and Material Developer Should Think How A Child Thinks



A few days ago my youngest daughter, Pipi who is completing her pre-schooling, was solving a worksheet. I was observing her from a distance. Initially, I was seeing excitement and confidence from her facial expressions, but after a while these vanished. Instead I saw anxiety in her face. I realised that she was struggling with something. I silently approached her and looked at the work she had produced; I got a shock. I was sure her teacher would cross-out her work if she presented it, because the counting she had done was not in sequence. It showed a child who was not having a command of numbers and who was unable to write numbers. I realize, however, that the situation was not as easy as that. We, math teachers, try to guide toddlers to write numbers horizontally or vertically. Usually we provide them grid-notebooks having squares neatly aligned. Looking at the worksheet my daughter had, I could see that the layout was confusing her. 

Take a look at the picture of my daughter’s work in this blog. From the number 20, Pipi had difficulty connecting the next figure (21) because she was distracted by the layout, and this pushed her to write the number 21 in the square below. She continued to write numbers up to 24 following the line she had started, and  then write 25 on the previous line which suggested she didn’t know how to count. 

The purpose of sharing the picture and this experience is that maths teachers who develop resources for kids should think how a child thinks. Developers can make some layouts which look very stylish, colourful and attractive, but jeopardise the process of learning. So, if you are teacher always think how a user, a toddler, child or young-one, could think and interpret the resource or instructions you are using. 


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