May
20
2013
Most of us probably think that in order to qualify as a genius you need to have a great mathematical mind, right? But this is not really the truth! In my quest for knowledge, I was reading an interesting article today that I want to share with all of you. I believe you’ll find it interesting.
Find Your Genius
“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”~ Albert Einstein
Did you know that everybody is a genius? I love this quote by Einstein because it points out a false belief that is pervasive in our culture—that genius is defined by a certain type of IQ which has to do with reading and math. But defining IQ by reading and math when your genius lies in a totally different direction is like judging a fish by its ability to climb a tree—it makes no sense at all.
When I was in school, we all had to take IQ tests and our intelligence was judged by how we did on the test. One of my friends didn’t do well and was devastated by it. However, a smart teacher took her under her wing and helped her to find her genius—the calling of her soul—which had to do with her emotional intelligence and her ability to help others. This friend went on to receive her Ph.D. in psychology! So what was the IQ test measuring? Certainly not her genius.
Are You Afraid to Find Your Genius?
Are you afraid that you will have to change your whole life, such as quit your job or move to another place, in order to express your soul’s desire—your genius? Be assured that your genius doesn’t have to be your work. If your work is fine just the way it is, but doesn’t make your heart sing, then you can seek to express your genius in your off-work time.
You might find over time that, by following the river of joy within your soul, your genius leads you into new and fulfilling work, a deeper calling. But unless you are miserable in your work, there is no hurry for this transition to occur.
Finding Your Genius
I often help my clients tune into their unique genius, and I’d love to be of help to you as well.
You find your genius by paying attention what brings a smile to your face, what enlivens you, what feels like pure fun to you—even if it is hard.
Start by letting go of any preconceived ideas about what you are ‘supposed’ to be good at, and tune into what you are good at. What comes easy to you, or what is hard but excites you? What do you love to do? How do you love to spend your time? How did you love to spend your time when you were a child? What could you spend hours doing and never notice the passage of time?
When you do something from your soul,
You feel a river moving in you,
a joy. ~Rumi
Take these words in, for it is this joy of the river moving within you that is your unique genius—what your soul essence came to this planet to offer and express.
Are you more left-brain than right, or more right-brain than left? Does math bore you, but you come alive when you do something creative? Do you love helping people? Does being in nature move you? Do you love participating in physical things—sports, running, hiking, skiing and so on? Do you love being in groups or are you more of a one-to-one person? Do you have great organizational skills? Are you great with animals? Does history or science fascinate you? These are just a few of the questions you can ask to begin to discover your genius.
You are never too old to discover your genius. One of my acquaintances spent his whole working life in finance and he did extremely well. He liked it but didn’t love it. After he retired he became a photographer and found the joy of the river moving within him. One of my clients, who was also very successful in finance, found his genius in being an organic gardener. It’s interesting to me that both these men did extremely well in their chosen profession, but what they did never moved their soul. Pursuing what they are passionate about does.
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Margaret Paul, Ph.D. is a best-selling author of 8 books, relationship expert, and co-creator of the powerful Inner Bonding® process – featured on Oprah, and recommended by actress Lindsay Wagner and singer Alanis Morissette. Are you are ready to heal your pain and discover your joy? Click here for a FREE Inner Bonding Course, and visit our website at www.innerbonding.com for more articles and help. Phone and Skype Sessions Available. Join the thousands we have already helped and visit us now!
So you see it’s true! Learning math is not required for you to be a genius. We are all different with different abilities. So go and find your challenges and explore where your genius may be. If you find along the way that you’d like help with math, we are here and always happy to help!
Have a great day!
May
15
2013
Quite often, when you mention the word “math”, you’ll get response like “ugh”, “I hate math”, “I’ve never been good at math” and many other negative responses!
It doesn’t have to be that way for most people though. In fact, learning math can be a fun process! (You know Mathnasium’s motto is “we make learning math fun” right?) You may be skeptical about that, so here’s an article where someone else believes that learning math can be a fun process!
Learning Basic Math Facts Can Be Fun … Really
I know what you are thinking, there’s no way learning basic math facts can be fun. It’s a matter of memorization mostly, but still, it doesn’t have to be boring for you or your child. Utilizing some memory games and incorporating props can be very helpful for children who are initially learning math. Try some of these ideas yourself and you might just be surprised.
Flash cards are a tried and true technique, but how can you make them more fun? Stickers are a great way to show progress. If your child can provide the answer to a given flash card within three seconds, they get to put a sticker on the card. It’s surprising how motivating this is for a child who is struggling with their basic math facts.
Playing games online is another fun way to sharpen one’s skills. There are thousands of sites dedicated to math and many of them are free. Simply find a few that your child likes and rotate through them so your child doesn’t get bored or the site doesn’t become too easy. Some even have timed sections to help your child get faster at answering questions.
Another great option is to play a math memory game. Write the questions and answers on separate index cards and turn them over. You and your child will flip over different cards until you find the match. Your child will enjoy the game and the attention you are giving them and they will learn in the process.
Modifying games is simple and affordable for all parents. All it requires is a little time on your part. Create a shoe box full of homemade math games that your child can pick from on a daily basis. Spend at least 15 minutes a day practicing through these fun techniques and your child will be more confident in math in addition to being able to pass those timed tests.
Article Directory: http://www.articledashboard.com
Jocelyn Lewiston is a teacher and writer on various educational topics including learning basic math facts and fun ways to practice spelling words. She is dedicated to making education fun and interesting for all children.
So as you can see, there are others who believe that it can be a fun process to learn math, you just have to think outside the “normal” boundaries.
How about you? Are you now a believer?
Have a great day!
April
27
2013
At this time of the year a student should be getting ready for their final exams. Hopefully your student won’t be dreading their math final! With that thought in mind, I was reading an article on helping your child or student to prepare for their tests. It’s a pretty good article so I thought I’d share it with you. So here it is:
Math Anxiety: Overcoming Test Fear
In previous articles in this series, I have discussed the math myths our society has extended, and how these misconceptions affect how kids approach the learning challenges in math class. Also, overcoming this anxiety when completing assignments at home is essential in coping with the emotional block of thinking the student “can’t get it” and will “never get it”.
It has been said before that to truly conquer your fear, you must put a name to it and understand it. On many levels, the anxiety that students feel walking in to a math test situation becomes irrational. The honest concerns they may have had about the classroom material that will show up on the test get blown up to major emotional blocks that understandably affect their performance. To ease the intensity of this perception, it is essential to really understand what has led up this point. With the help of parents, classroom teacher, online tutor (any patient listener will do!), students must think about when this problem started. What has happened in the past to form the belief that the fear is insurmountable, unsolvable? What have the true results been on past tests, in other curriculum areas? What steps has the student taken to deal with the problem?
As mentioned in the other parts to this article series, contributing factors are the myths and misconceptions people have about math in general. This is a cultural, societal bias that seems to be more prevalent in math than in other areas of study. Unfortunately, students grow up immersed in this unfriendly environment and start to believe the math myths. Again, with help from a sympathetic listener, students over time should come to realize that fear about math class and math tests are irrational. Concern and nervousness about an upcoming test is normal and can be dealt with. Keeping the anxiety level at a controllable level is the first step to being ready for their upcoming exam.
The next building block to overcoming test anxiety in math class is to be prepared. Of course, this is common sense advice, but it gets forgotten if the student has elevated this concern from a “I’m not ready” level to a “I can’t do it” or “I’ll never get it” level.
In the second article of this series I discussed how to deal with homework issues. If students have improved their use of homework time and maintained higher quality standards for their assignments, they will be better prepared for tests. If they have not been doing their homework because of “math avoidance”, test environments will continue to be a huge challenge.
Given that students are able to dissipate the stress level by understanding their fear, and they have put in the effort on homework, now what can they do on test day? Using smart test-taking strategies is the final piece of the puzzle.
To be a more effective test-taker, students must be able to use the time given effectively. Looking at the clock and worrying about the time will just add to the anxiety level. Here are some suggestions:
1. Take the time to look over the entire test in the first 5 minutes to get a sense of what concepts are covered and what format the test uses.
2. Mark up the easiest problems and the hardest problems.
3. Do the easiest problems first in order to gain confidence.
4. Get to the average level problems next, keeping in mind to move on if feeling stuck.
5. Save the hardest ones for last.
6. Finally, try the ones you skipped. Use smart guessing strategies only as a last resort. Proofread for small mistakes.
7. Feel proud that you did your best!
Students need to be physically prepared to sit down at a test and do their best. Drink adequate water the day before, and bring a water bottle at the test site to stay properly hydrated. The day before the test and the morning of test day, students should have eaten nutritious, high energy foods without too much sugar and salt. (Potato chips and corn chips, high sugar and caffeine drinks are never a good idea!) The student should have had plenty of sleep the night before, also.
As students get ready leading up to the test, they must find out what other resources they are allowed during the test. Will the teacher allow notebooks, note cards, past assignments, or study sheets or problem examples? If so, get them organized and ready; reread or rewrite them as necessary. Work with other students in study groups, or use an online tutor and discuss examples similar to the ones you think will be on the test. This preparation time and effort will pay off!
Math fear is a common experience for all of us. What is not common, however, is letting it handcuff us to the point of freezing up and blocking our ability to solve the problem for ourselves. Suffering in isolation is not the answer; avoiding the subject cannot work; not seeking help won’t get rid of the problem, either. By discussing with others who can listen, students can eventually understand that math anxiety is common and solvable. Using intelligent strategies when doing homework, and putting in the effort to prepare for tests will result in increased self-confidence and overcoming the fear of math.
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Struggling in your math class? Wanting to get ahead and boost your grades and self-confidence? Personal, private, and focused online math tutoring in a customized learning environment. Click here to see a demonstration of my online classroom
If you’re in the Cherry Hill NJ area Mathnasium of Cherry Hill would love to help your child or student prepare for their final math exam. Please give us a call!
April
19
2013
I thought I’d try something a little different today and share a video podcast on the subject of Pi!
If you’ve ever wondered about the term and where it came from and even what it stands for, then we’ve got the answer for you!
So sit back, relax for a couple minutes and watch this nice podcast on the subject of Pi.
There you go … you’re now up-to-snuff on the term Pi.
Hope you all enjoyed that.
Have a great day!
April
12
2013
Mathematics without numbers just wouldn’t make sense, would it? Of course not – silly me!
In my daily reading I came across this article on using numbers to help your child become more proficient at learning and utilizing math. The article was written by Joseph Pinador and comes from Article Dashboard.
Home School Math Series: Number Counting
As a parent, helping your child perform better in their grade-level math is as easy as teaching number sense by practicing some basic exercises. Children who struggle with their grade-level math are deficient in operational skills. As a result, most of the problems that kids (and adults) have with math stem from a lack of basic number sense that comes with knowing how numbers naturally progress.
Traditionally, multiplication tables are taught in school. A better learning method is for students to count by numbers which is a more enjoyable activity then attempting to passively scan a table in a book.
The best and easiest exercise for teaching number sense is simply counting by numbers out loud. Knowing how numbers progress in this manner is essential to understanding the principles of division and multiplication. Counting by numbers can be done anywhere at any time and is actually most fun when done spontaneously.
While counting by the various numbers, you can ask your child questions about the activity. One example could be “Why is the number 5 so easy to count by?” (Hint: what number do you always end in when counting by 5’s?). Another question might be “What is unique about the sequence of numbers when counting by 9’s?” (Hint: look at how the numbers in the one’s and ten’s place are sequencing).
Use the numbers 2-12 for counting purposes. We do not need to go beyond the number 12 since these numbers tend to factor into all other numbers. Explain to your child that when we see that numbers repeat themselves, the numbers we are counting by are factors of those numbers. For example, when I count by 3’s or 5’s, I arrive at the number 15. Therefore, 3 and 5 are both factors of 15.
One variation of teaching number sense by number counting would be to use dice. Let your child roll the dice to see which number between 2 and 12 they are going to count by. Next, you roll to see how many times your child has to count by that number. Use your imagination to come up with your own counting games. As your child (and maybe even you) becomes more and more proficient at counting, raise the stakes by seeing how fast your child can count through all the numbers.
As your child is mastering this skill, they will see the connection between the number sense that is forming from this activity and the math operations it relates to. A multiplication problem is simply a fast way to add and the ability to count by numbers allows the child to use this skill to solve these problems quickly. With division problems, the child uses the factoring skills derived from number counting to see “how many of this number fits into that number”.
For children to attain proficiency at grade-level math, they must be able to perform basic math functions. Guiding your child towards learning basic number sense by number counting is the best place to start. For help in teaching number sense to your child please request a free, downloadable copy of my counting chart!
By: Joseph Pinador – For a free consultation regarding tutoring or home schooling for your child and a demonstration of my e-tutoring classroom, visit: www.tutorfi.com/joseph.
So now you know it’s as easy as learning number sense … makes sense right? (Sorry for the pun!)
Have a great day!
April
5
2013
Do Numbers Really Exist?
Of course they do! Don’t they? This video discusses whether or not numbers really do exist.
What do you think? Watch this and see if your mind is changed!
Do numbers EXIST? – Numberphile
An expert on the philosophy of mathematics, Dr Jonathan Tallant, outlines some of the key arguments about whether or not numbers ACTUALLY EXIST? Exploring pl…
So are you ready to answer the question now?
Do numbers really exist?
Have a great Day!
March
29
2013
Quite often when people hear “problem solving” and math, their eyes glass over and they almost lose consciousness!
Yet even though it has a reputation for being extremely difficult, problem solving can truly help a student learn math skills as well as become more proficient at learning life reasoning skills!
I found this article at Article Alley by Dennis McLynn that I’d like to share with you.
Learning Math Through Problem Solving
Problem solving is an important component of mathematics education. It is a method that enables students to achieve a functional and logical understanding of math. Mathematics is an essential subject because of its practical role to the individual and society. Through a problem-solving approach, this practical aspect of mathematics can be developed. Problem solving is a method for students to construct, evaluate, and refine theories about mathematics.
Presenting a math problem to students and developing the skills needed to solve that problem is more motivational than teaching the skills without context. Such motivation gives problem solving special value as a method for learning new concepts and skills or reinforcing skills already acquired. Learning mathematics through problem solving can create a context which mimics real life and justifies the mathematics rather than treating it as an end in itself.
Problem solving is more than a process for teaching and reinforcing mathematical knowledge and helping to meet everyday challenges. It is also a skill which can enhance logical reasoning. Individuals cannot function optimally in society by simply knowing the rules to follow to obtain a correct answer. They also need to be able to determine which process a situation requires. Problem solving can be developed as a valuable skill in itself, as a way of thinking, rather than just the means to an end of finding the correct answer.
One of the goals of teaching math through problem solving is to encourage students to refine and build their own processes over time, as their experiences allow them to discard some ideas and become aware of additional possibilities. In addition to developing knowledge, students can also develop an understanding of when it is appropriate to use specific strategies. In this approach, the emphasis is on making students more responsible for their own learning. There is considerable importance placed on exploratory activities, observation and discovery, and trial and error.
Problem solving should be the focus of teaching and learning math because it encompasses skills and functions which are an important part of everyday life. It can also help people adapt to changes and unforeseen problems in their careers and other parts of their lives. Problem solving should underlie each aspect of mathematics teaching in order for students to experience of the power of math in the world around them.
By: Dennis McLynn
Dennis McLynn is the Vice President of Strategic Marketing & Business Development for High Points Learning. HighPoints Learning (HPL) is a leader in Web-based math education and instruction. HPL offers an online math tutoring program that helps raise participants’ math scores an average of 15 points in pre and post testing. HighPoints Learning services the 3-12 grade market. For more information visit: ehighpoints.com
So Mr. McLynn makes some good points, right? Did he succeed in making you less fearful of word problems?
Let me know!
Have a great day!
March
22
2013
I received a request to share an article with all of you from NannyPro.com. They’ve published an article and thought it would be a good fit for you, the readers of our blog. I read through it and agree that it is appropriate and a good fit. So without further ado, here it is:
Why Every Kid Should Be Able to Do Math Without a Calculator
by Michelle
In a highly-advanced technological age where every child seems to have a smartphone complete with a powerful calculator in their pocket, it may seem silly to make sure that they still are able to do math without the assistance of a calculator. However, there are plenty of reasons why children should know how to solve basic equations without a computer’s intervention. Regardless of how ubiquitous calculators and calculating software seem to be, there are things that a child simply can’t learn from plugging numbers in and instantly receiving an answer.
Learning to Operate in the Real World
While it’s quite likely that your child will almost always have access to a calculator of some sort in his adult life, it’s still important that he have at least a basic understanding of how to work out simple mathematical equations. Technology isn’t infallible, and there may come a time when he needs to come to a numerical conclusion and has no access to a calculator. When children rely on technology to do all of their work for them, they’re missing out on necessary life skills.
Learning Real Skills Versus Learning to Operate Software
A 2007 report by the Institute of Education Sciences and the National Center for Education Evaluation and Regional Assistance to Congress shows that 16 of the best and most powerful reading and math learning software programs had no measurable effect on test scores. Students learned how to operate the software to obtain the desired affects, but not to apply the underlying concepts in daily life. No matter how well your child learns to solve equations on his calculator, he will essentially be missing the most important part of the exercise: how the solution is found. Kids can’t watch a calculator perform equations in real-time or observe the various steps in between. They simply enter a set of numbers, and another is returned to them. Manipulating a calculator with speed and accuracy doesn’t necessarily indicate that your child has the first idea of how to complete that same equation with a pencil and paper.
Obtaining Higher Education
Kids as young as those in elementary school are given calculators as a part of their curriculum, a practice that’s often continued all the way up to high school. What parents may not realize, however, is that many university math departments do not allow the use of a calculator. When a high school honors student is struggling merely to pass his first math classes in college, the hit to his self-esteem alone could affect his performance in the realm of higher education. Introductory collegiate mathematics classes generally ban calculator use, largely because in higher math the numbers are secondary to the abstract equations. For a science or mathematics-based major, the ability to understand the basic parts of an equation is essential. A calculator is of absolutely no use beyond introductory calculus, nor will it help a physics student find the answers they’re looking for. Instilling basic, core competency in these areas from a younger age and actively using those skills throughout high school far better prepares a young student to explore an education beyond the walls of that high school.
In an educational environment that relies largely upon calculators in the classroom, figuring out a way to instill basic mathematical principles and an appreciation for arriving at a solution through figuring it out independently isn’t easy. As long as calculator use is encouraged, and even required as part of a public curriculum, the responsibility to teach and reinforce basic equation-building and mathematical skills will fall upon the shoulders of parents. When your child protests that calculators are everywhere and he’ll never need to know how to work out a problem manually, explaining all of the reasons why he should still acquire these skills may help to soothe his indignation.
If you’d like to see the article at NannyPro.com’s site, you can view it here: http://www.nannypro.com/blog/why-every-kid-should-be-able-to-do-math-without-a-calculator/
Of course if your child needs a boost in their math proficiency confidence – we are always ready to help them at Mathnasium.com/cherryhill.
Have a great day!
March
15
2013
I found this video for a free math game that you can let your children play to help them learn math while having fun.
Check it out and try it out:
TuxMath Tutorial – Free Math Games For Children
www.schoolfreeware.com TuxMath is also know as Tux of Math Command. It is a free program and can be downloaded at alioth.debian.org Or tux4kids.alioth.debian.org TuxMath runs on Windows, Mac OS X, Unix and Linux. There are updates that come regularly, so check back with the site often for the new program. Also, the program is open source with the code available for free download. So, all of the game programmers can take a look at the code and see how the game is programmed. There are two games in TuxMath the first is comet zap (missile command) and the other is Factoroids (Asteroids). The game play on comet zap is well done with good graphics, sound effects and music. Factoroids can be a bit frustrating at times because it can be hard to dodge the asteroids, type the answers and fire the laser without being destroyed. The Math Command Training Academy has levels broken down in a way that teachers can find a level that closely matches their existing math lesson plans.
What do you think? Looks like fun, right?
Hope your children enjoy this.
Have a great day!
March
7
2013
At Mathnasium, we believe that learning math should be fun. One of the tools we utilize is to have children play games that will enhance their ability to learn math, so that learning math happens without the game player realizing it! As you get better at math, you’ll want to challenge yourself even more. So as I was looking for some challenging math games, I cam across this article about Kakuro. It sounds very interesting, though I admittedly haven’t tried it yet. Here’s the article:
Kakuro: Cross Sums
Trailing the revival and the reign of the sudoku puzzles in 2005, another Western game given a Japanese twist hit the puzzle scene. Kakuro puzzles, formerly known as cross sums, are now making waves as the newest puzzle craze. Bearing similarities in look and style to the more popular sudoku, kakuro puzzles promise to be more challenging and even more addictive than sudoku.
We know how brain and mental workouts enhance mental functions and sudoku has been included among the list of top brain boosters. Rightly so, since sudoku certainly poses quite a challenge to players. But if you think that simply placing numbers on squares in correct logic is challenging enough, try solving kakuro puzzles. They provide added difficulty and challenge of a higher degree since they require logic, cognitive, and practical mathematics. They are sure to provide you with a tougher and grittier mental exercise than the tamer sudoku. Certainly, these puzzles are not for the faint-hearted.
Kakuro puzzles are daunting, but they are not impossible. Enthusiasts emphasize that players need not have exceptional mathematical abilities or a genius like Einstein’s to solve the puzzles. Practical mathematical knowledge is often enough to solve the puzzles as long as players employ effective strategy and logic. Having sufficient grasp and mastery of the puzzle rules make it easy for players like you to use the right tactics. The rules of the puzzles are relatively simple. The “playing board” looks similar to a crossword with white and dark squares. However, there are no clues at the bottom of the box. The numbers on the white spaces are the only clues a you have. Each number represents the sum of the missing numbers in cells or boxes it refers to. Note that same numbers can’t be addends for the same run. For example, if the number in the box is 4, you can use 1 and 3 but not 2 and 2. Though the trial-and-error technique is often used, there are more sophisticated and logical techniques than filling your boxes with erasures and pencil marks.
A popular tactic is to search for cells with least combinations. These are usually the digits on the lower end of the number spectrum like 3, 5, 4, and other single digits. This limits the possible answers or numbers for a specific cell. Applying the same technique for the adjacent cells gives you a shot at the correct figure. Another tactic used in solving kakuro puzzles is looking for common numbers. This happens when two cells share a number. Finding the common number allows you to decide where to position the other number. To illustrate, if 3 and 1 are your answers for the number 4 at the vertical column or run and 1 and 5 for 6 at the horizontal line, 1 is your common number. Therefore, 1 merits the box at the intersection of 6 and 4. Experienced players solve puzzles by finding all possible and valid combinations plus correct cross referencing. Because as in sudoku, the position of the numbers matter in kakuro.
This third trick is probably the most elementary and least sophisticated. Marking answers on the edges of the boxes or cells with a pencil does not help you to solve the puzzles. However, it does help you track down your digits and combinations. This is especially helpful since kakuro puzzles have no definite limits. The “playing board” can measure as little as 3 by 3 or extend to God knows where. Over time, playing becomes easier because of practice. Also, you would have stock combinations in your head which you can use in playing. This is also a sign that you need to ditch the easier puzzles and move on to more challenging kakuro puzzles.
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It sounds interesting, doesn’t it? Have any of you readers ever tried this game? I’d be very interested in hearing what you think.
Please post your experience in the comments below.
Have a great day!
