subject: Why Some Children Don't Understand Maths [print this page] There are just a handful of number concepts in maths, and these are understood at a reasonably high level by adults we consider 'numerate'.
We usually begin learning about these concepts as toddlers, and gradually learn more and more about them as we progress through school.
But sometimes this progression in learning doesn't go to plan.
Children learn really well when they're taught at a level that is no more than a small jump beyond their current point of understanding. In fact, the best learning happens when 95% involves practice of something that is truly understood, and 5% involves some sort of challenge.
It's easy to see that the challenge component is far too great for children who really struggle with maths. They cannot possibly learn at the level they're being presented with.
Somehow, they have missed out on one or more of the earlier 'building blocks' in understanding number concepts. They will continue to struggle until a teacher or parent finds out exactly where they're stuck at in their thinking.
This sounds easy, but in fact, a child's actual sticking point is not always identified. Often a child is at a far lower level than anyone expects and it's necessary to go back a very long way along the 'understanding continuum' of a particular concept.
There are common early sticking points but, unfortunately, these are rarely addressed past the middle years of schooling. If an older child has slipped through, he may have lifelong issues understanding maths. Nothing that anyone presents now will move on in terms of understanding. He may be able to memorize processes like algorithms, and tables, but he will not understand the mathematics behind them. The leap required in understanding will be too great.
People who say 'I'm hopeless at Maths' have usually been in this sort of situation. It doesn't have to happen.
Children can be checked for early sticking points in maths number concepts from the age of 6. Then if there's something that needs to be worked on, it can be addressed sooner rather than later, and the likelihood of future difficulties minimised.
9-11 year olds children who've experienced ongoing difficulty with maths should be checked at the same level to make sure their earliest gaps in understanding are identified.
by: Ali Roundtree
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