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One of the biggest problems I encountered in teaching math to 5th and 6th grade students was that they did not know their basic number facts. They could not add two single digit numbers together without using some aid, be it counting on their fingers or making marks on a piece of paper. The other thing they lacked was knowledge of their multiplication tables 2 thru 12. Once I spent the first part of the year drilling these number combinations and multiplication facts, I was able to introduce basic algorithms and number theory to them.

When the student had command of number combinations at their fingertips, it was easy to teach the four operations that are the heart of our mathematics system: addition, subtraction, multiplication and division. When it is illustrated that multiplication was merely repeated addition, and subtraction was repeated subtraction, students began to see how the system builds on itself. When they realized that all anyone can do is add or subtract it took some of the mystery out of it. Getting children to learn and succeed in math has a lot to do with their comfort level when approaching the subject.

Children have different learning styles and this must be taken into account when teaching math. Some students can deal with abstract symbols and learn to multiply or divide using the standard algorithms. Other students need to be taught using more concrete methods. They may need to use manipulatives in order to understand what is happening before they can progress to the standard method for solving a long division problem, for instance.
Still others need to use an alternative method for solving the same problem.

Teaching about the history of our number system from the recording of scratches on a cave wall, to the Sumerians and Romans, to the Hindu Arabic System that we use today is very beneficial. This leads to the introduction of place value. Unless the student understands place value and how our system is based on ten, it becomes very difficult to introduce concepts like renaming for addition or regrouping for subtraction.

If we spend time teaching the basics in the elementary years and concentrate on showing how our number system works, we can develop students that understand how math is sequential and builds upon itself. With that understanding it will be easier for them to tackle fractions, decimals, algebra or any of the more advanced math that they may encounter.

Learn more about this author, Albert Aunchman.
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