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Making mistakes is part of growing and learning, but in mathematics the children are too often overlooked as a source of development for the child. The Children need to be encouraged to take risks with their learning. Should ask themselves outside their comfort zone and tackle problems that are not sure how to proceed with. This will give them greater confidence to tackle new concepts and advance their education not only in mathematics but in general.
One indication of preparing a child to venture into uncharted territory with confidence in mathematics is the appearance of his book. Generally, a child who is ready to make a mistake on the page and face the same problem will be a child is safer in their work. This child views the intent of the question valid work, worth keeping. If your child has a greater awareness, he or she understands that the process of making the mistake and correct it with another attempt is the key to learning in this subject.
The child who feels the need to eliminate the error and only have the solution perfectly correct in his book will have a narrow, less flexible approach to the topic. This second child will be less willing to tackle unusual or difficult problems and to see success as complete response, correct. Many times a child with this way of thinking will erase all his attempts to answer a question on an exam, preferring to leave the blank page that the risk of have an error in it.
Several years ago I taught a particular student whose work 7 years made a good impression on me. When collected his first book, which was filled with what appeared to be complete nonsense. This work was performed by a child of non-English speaking background had had little exposure to education. While the work itself is meaningless, the boy had taken the numbers and symbols that had been working on class and had Attempt to use these to complete the task the task. This child had worked out over two pages in her workbook do the seemingly sums.
To me, that was an excellent effort. That boy took a risk. He was willing to be wrong, but took a risk and made their best effort to complete the task was given, and indeed much more work than was required. The student was making excellent progress in math that year. At year's end academic was competent with basic operations, could handle simple fractions and equations, and had memorized its 1st 15 tables of multiplication.
Risks must be taken by children and should be rewarded, regardless of the outcome. Math students need to be told often that since family are doing work to wait to make mistakes, and that these errors are an essential part of their learning. If a child hears this quite frequently and is regularly reward for trying to work who are not familiar with, have the opportunity to develop a positive approach to risk taking in the classroom.
Roger Vanderlely
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