Understand: Not Only Know

 

The big topic of this meeting is “Instructional Variables: Developing Interest in Learning Activities”. I take a little part of it that I am interested in. It’s about Personalization: Links to Students’ Lives.

We all know that so many students don’t like mathematics. They are afraid with mathematics. Moreover, there are some students who have a phobia in mathematics. It’s very sad. I think, most of them (who dislike mathematics) get inappropriate introduction about mathematics.

It is not good when we (as teacher) start teaching mathematics with formulas, ask students to remember this formula, that formula, calculate this and this. It will make someone crazy and confused at that time.

To teach mathematics, it is good to relate the topics with the real problem or event in our real life. For example, geometry’s topic, teacher can say “look around us. Can somebody find a thing that has a shape similar to rectangle?” etc. it is more fun and involve the students to the activity in real life situation.

Activity example above is good for students who have kinesthetic learning style. They need to move and touch things by themselves. For students who have visual learning style, they can see directly the things that teacher says.

We all know that every student has her/his own learning style. We cannot generalize that all of them like to sit in the chair and listen to the teachers’ explanation.  That’s why it is very important to understand (not only know) our students’ personalities. If we already understand them, whether about their learning style, their families’ background, their social economic status, etc., we can decide what activities that can we use to teach each topic.

Of course we should make activities which can gather all of our students, not only for her and him, but also for them.

 

Quote for today,

know is not always understand, but understand is must be know J “

 

Ester Anitasari – 2009110009

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