is it possible to teach p4 math ourselves?
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well, yes and no. Some kids have the aptitude to figure things out for themselves. Some don't. Not everyone is born with an analytical mind.
You'll find that some kids are highly motivated, they push themselves to be at the top of the class, the parents just sit back and relax. Some kids, the parents have to push and push and push, and still the progress is slow.
As parents, you would have a clear idea on the abilities that your child possesses.
For those children who does not have an aptitude for logical thinking, it would be best to train them in this area. It can be trained.
I have developed a set of processes that looks at complex problem sums from a mathematical viewpoint, as a set of mathematical relationships.
The current modelling methods represents problem sums as a set of spatial relationships. In the lower to mid primary levels, this is a good introduction to abstract problem sums. However, when it comes to upper primary, I find that it is more efficient to go to abstract methods to deal with the more complex abstract problems, once the young mind has a good grasp of abstract relationships, ie. algebra. P4 is a good time to teach your child algebra.
The misconception is that algebra can be taught in 2 months. Having done that and it failed, the conclusion is that the child cannot grasp algebra and so modelling comes in. The topic on fractions is taught in P3, P4, P5 and P6. 4 years to learn fractions. Yet, P6 students are expected to learn algebra in 2 months in P6, where stress levels are very high. It is no wonder students are weak in algebra. Algebra is part of the PSLE syllabus in P6.
For those parents who are willing to teach their children algebra from P4 level onwards, their rewards will be great. It is a valuable tool in the child's maths toolbox and it will solve quite a few guess and check problems, which is a very inefficient way of solving problems. The other long term advantage is that once the child is strong in algebra, secondary school maths will be easier. It is a skill that the child can use and transition to secondary school maths easily. Modelling is not allowed in secondary school.
I conduct free maths workshop to teach parents how to easily formulate the necessary equations for Transfer Type problem sums. This is a type that is commonly seen here in the forums. Parents who are willing to teach simultaneous equations to their children are welcome to this workshop. Please register your interest in this thread: http://www.kiasuparents.com/kiasu/forum/viewtopic.php?f=43&t=32278&start=100
I will conduct a class in the June/July time frame once there is sufficient interest. After attending the class, you'll find that not only can you solve P4 problems, you can solve P6 problems as well. The method is scalable to higher complexities. Actually, the complexity is not in the maths, it is in the problem comprehension. Don't worry, I'll help you to get around that as well.
when I have the time, I'll post an example of the 2 different ways of solving a pair simultaneous equations, one with modelling (spatial relationships) and the other algebra (abstract mathematical relationship). Both will give you the same answers. But I personally prefer algebra because I really hate drawing all those little boxes. :stupid: -
I, myself, also give up on guess and check when working on some of my son’s questions. Too many steps and too many guesses. I used algebra and show it to my son and said this is method I’ll be using but I don’t think is acceptable by your teacher now.
Maybe I’ll teach him to use this way to check his answer as he still need to use the proper method that his teacher wants. -
will sch teacher accept algebra at p4 or even p5?
for guess n chk problems, i try to use assumption methd if feasible, not the real guess and chk table.
for p5, is it got a lot of olympiad questions? -
it’s always best to leave it to the expert. Else it would be really diff once damage is done.
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I simply love Math, though some questions are tedious and difficult. Its kind of hobby for me to solve complex problems. So I still will coach my children myself but if really don't know will consult my DH, then next the experts like tianzhu and other parents here in the Q & A thread as I've not much $$ to spare for tuition.
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Actually the model method is a very simple and powerful tool. If they can teach this method since lower pri, it’s really not so difficult for us parents whom I suppose would at least have a O lvl Math pass.
In fact it is no different from algebra…just replace the x & y with some pictorial representation.
Of course we can continue to teach our kids algebra or whatever tools we deem useful. But the thing is that our exam qns are mostly designed such that they can be solved easily with models or related heuristics and so our other tools may just complicate the whole matter.
As seen in the above Math thread, most qns are still very straight forward for P4 so should we try to help our kids master this technique if they are not all that fantastic in math?? -
Mychildren:
if you like maths, come to the class. You will see a new method of solving problems. While the ultimate goal is to formulate the equations, the process employed to arrive at the equation is different.I simply love Math, though some questions are tedious and difficult. Its kind of hobby for me to solve complex problems. So I still will coach my children myself but if really don't know will consult my DH, then next the experts like tianzhu and other parents here in the Q & A thread as I've not much $$ to spare for tuition.
I did a comparison of the equations formulated using the traditional way vs the equations formulated from modelling. The traditional way gives more complex equations. The technique I developed, formulate the same equations from the modelling way. It's actually 2 sides of the same coin.
However, the advantage is that with the algebraic technique, the child doesn't have to go through the 10 over heuristics to solve problem sums. The same single technique is used in a wide variety of problems. So in that sense, the analysis work is a lot simpler. -
Nebbermind:
while both methods will solve problems, it is best to give the child more tools than less tools. At some point in time in the child's development, they will progress to thinking in an abstract manner. They will think of 1 + 1 = 2 as numbers, rather than as 2 small boxes coming spatially together. Or when 6 - 3 = 3, we don't really think of it as the difference between a large box and a smaller box. Or when there is a book fair and there is a discount of 30%, do we work out the cost as little boxes moving around and being aligned ? Do our brains really think in spatial ways to solve abstract problems ?Actually the model method is a very simple and powerful tool. If they can teach this method since lower pri, it's really not so difficult for us parents whom I suppose would at least have a O lvl Math pass.
In fact it is no different from algebra...just replace the x & y with some pictorial representation.
Of course we can continue to teach our kids algebra or whatever tools we deem useful. But the thing is that our exam qns are mostly designed such that they can be solved easily with models or related heuristics and so our other tools may just complicate the whole matter.
As seen in the above Math thread, most qns are still very straight forward for P4 so should we try to help our kids master this technique if they are not all that fantastic in math??
Modelling is a translation mechanism from abstract to spatial relationships. When we learn Mandarin, is it better to think in English first and then translate to Mandarin, or to think directly in Mandarin ? which would be a better choice ?
If we can think directly in abstract terms, we are that much closer to the problem and the solution. The only problem types where spatial thinking is closer to the problem are the geometry problems, where you're asked to find the shaded area of a figure.
The issue here though is not modelling vs algebra, simply because modelling is taught in schools, so like it or not, your child will learn modelling. It is not a technique that he or she is totally unaware of. The issue is when the child encounters a problem type in the exam that is not taught in class, how will he or she deal with it ? does the child have other tools in the bag to help out ? or will the child just have to forgo 5 marks and move on ?
Algebra is a part of P6 syllabus, so whether the child is ready or not, it will be tested in PSLE. As algebra is not a simple topic, is it covered adequately in P6 ? is it given enough time in a class of 40 students at P6 when the stress levels are very high ? do you think the teacher will slow down for weaker students while rushing to finish the P6 syllabus ?
or as KS parents, do we want to preempt the situation and teach algebra before P6 ? -
I’m all for it if the kid can understand every method he’s taught. But if he’s a relatively weak student, at least master the model method. Those qns raised in the above Math thread are really not so difficult and do not require complex models.
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Agree. At P4 level, I always encouraged my students to master Model Method first cos the qns are not so complex to employ other methods yet.
Most teachers would not encourage the use of Algebra at this level. Only in P6 do most teachers teach Algebra to varying degrees. In fact, in P5 but mostly P6, using model method to tackle certain qns require lots of slicing n dividing one unit into many units. This becomes too complex n the solution of combining models n algebra to solve the qns is easier to carry out.
In fact, it is best to learn as many methods as possible n has the wisdom to know which method or combination of methods to best solve a qn.
God bless you with wisdom as you seek the best for ur kids.
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