Question 1
It is indeed possible that every student has a playground in their imaginations where mathematics happens. This is because of the simplicity of the subject. Mathematics is like art. It is a subject made of wonder. It allows students to creatively use their imaginations to explore possible solutions to mathematical problems. For instance, when a student thinks of basic shapes, they may imagine a triangle inside a rectangular box. Using their imagination, they may ponder just how much of the box the triangle takes up. To satisfy their curiosity, they may proceed to chop off the rectangle. Only then will they discover that there is as much space inside the triangle as outside it.
The above example is no extraordinary activity. It is as simple as play. And that is what mathematics is – a game where students get to play with numbers, imagine what they wish to make of numbers and ask questions about number and answer these questions using their imaginations (Lockhart, 2009). Lockhart suggests that teachers should aim to expose students to mathematics in its raw state. This is the only way to change their attitude towards the subject.
Question 2
Popular classroom culture involves teachers guiding their students in solving mathematical problems. This however shouldn’t be the case. Doing so makes the subject less problematic to students. To make mathematics problematic, it is essential that teachers allow students struggle to arrive at solutions on their own. This can be attained through classroom discussions. Discussions encourage students share their various solutions to a common mathematical problem. It enables them elaborate their thinking and engage in the thinking of others (Selmer & Kale, 2013). Through problem solving, students are therefore able to understand procedural and conceptual factions of solution seeking.
Works Cited
Lockhart, P. (2009). A mathematician's lament. New York: Bellevue literary press.
Selmer, S. J., & Kale, U. (2013). Teaching mathematics through problem solving. Innovacion
Educativa, 13(62), 45-59.
