Creative Methods of Teaching Mathematics

Here are some activities in the classroom to foster creativity in teaching math. In teaching, frequently ask critical questions like "Did you try this?" "What would happen if any of this?" "Can you?" To increase students understanding of the ideas and vocabulary of mathematics. Here are some activities that may be practiced in class: Use dramatization. Invite students to pretend to be in a ball (sphere) or box (prism), feel the sides, edges, and corners and dramatize a simple arithmetic problems such as: Three frogs jumped in the pool and so on.

Using body members learners. Suggest that students are shown how many feet, mouth, and so forth. When asked to display the "three hands," they will respond with loud protests, and then show how many hands they have ("prove") this. Then ask learners to display the numbers with your fingers, starting with a simple question, "How old are you?" Then students are asked to indicate the required number of teachers. In addition, teachers display the numbers in various ways (for example, shows five to three on the left hand and two fingers on right hand fingers). Using the game. Involving learners play that allows them to do math in a variety of ways, including sorting, creating a symmetrical shape and structure, make patterns, and so forth. Then introduce the game of sale in the shop, showing the kids game to buy and sell toys or other small objects, learn counting, arithmetic, and the concept of money. Using a toy. Encouraging learners to use the "scene" and toys for the simulation of real events, such as three cars on the road, or for example, to show there are two monkeys in the trees and two on the ground. Using the story of learners. Tells of an interesting story which contains the concept of mathematics. If the need is demonstrated in particular to clarify the concept of math. Use the natural creativity of students. Exploring ideas about mathematics children should be discussed with them. Suppose a child is 6 years old was asked this way: "Think of the biggest number you know, then add that number to five. Imagine you have a chocolate number that figure. " "Wow, that's 5 digits bigger you know." Using problem solving skills. Asking children to explain how they know the problems such as getting just enough for their scissors table or how many snacks they need when guests who join the group. Encourage them to use their own fingers or anything that might be useful to solve the problem. Using a variety of strategies. Bring maths anywhere in the classroom, from counting the number of learners in the morning, counting tables and chairs, asking the children to clean items that have a certain number, or clean a specific geometric shape of the goods and so on. Using technology. Try using a digital camera to photograph the work of learners, games and activities conducted, and then use the photo for a discussion with students, curriculum planning, and communication with parents. Also use other technologies, such as computers wisely. Use the assessment to measure the valuation of children learning mathematics.Using observation, discussion with students, and small-group learning activities children about mathematics and thinking to make decisions about what is possible at all learners can learn from the experience. Also try using computers for assessment using the program automatically. (Source: http://saungdedimlyd.web.id)