# THE MATHS MASTERS

# PEDAGOGY

The math masters are a very entertaining teaching tool in mathematics thereproblem solvingis in focus, something that many educators in the countries with debest resultshas defined as the absolute most important.

Moreover, it is among thatmost funwho are there to figure out problems, for you and for the children!

Mathematics is not an isolated subject to only learn to count and know the multiplication table. Mathematics is about creating conditions that enable us all to solve everything from our most everyday problems to deep, complex questions in many fields. A relevant and entertaining Mathematics is the tool we need to understand how we solve the problems, which strategies, methods we can use and that we want to take on solving the problems.

In a way, mathematics is mathematics is the foundation for us to succeed in our lives.

Therefore, it must be perceived as relevant and not abstract – and it must be challenging and fun!

The Math Masters have a very well-defined pedagogy that challenges and guides the children to become real Math Masters. The pedagogy with associated methods and strategies enables much more advanced learning.

That is why the Math Masters maintain a high level from the very beginning.

Some basics:

##### Jean Piaget:

INnte instruct how the children should do:

"When you teach a child something, you take away forever his chance of discovering it for himself."

##### Lev Vygotsky:

Learning takes place in social interaction

"What a child can do in cooperation today, he can do alone tomorrow."

##### George Polya:

Problem solving skills are something everyone can develop

"It is better to solve one problem five different ways, than to solve five problems one way."

##### Jerome Bruner:

JBruner's theory of cognitive development.

1. The one active.

2. The iconic.

3. The symbolic.

Jerome Brunerstheory ofcognitive developmenthas proven to be a very effective model to follow. That is why MathMästarna follows this model, especially for the younger children but can also be used with advantage for older children with difficulties.

1. Start withCONCRETEmaterial so that the task feels relevant.

2. Go over toVISUALLYmaterial to visualize the task.

3. Finally conclude with itABSTRACT - the calculation itself.

This model should permeate everything we do.

The methods

In Mathmästarna we use the visualization model called Blid modelingto make calculations. This visualization method or model makes it possible to solve relatively complex problems sooner than with our conventional equations.

EXAMPLE TASK (USE LIV Lö K):

Johan bakes some cookies. Hesold 3/4 of the cookiesandgave away 1/2 of the remaining cookies to their friends. He has 6 cookies left.

How many cookies did Johan bake?

The traditional and more complicated way to solve this task would look like this:

Number of cookies = y

Number of cookies sold = 3/4 y

Remaining Cookies =

1/4 x 1/2 = 6

1/8 y = 6

y = 48

Johan baked 48 cookies.

WithBlock modelingcan we solve the task in a simpler way, i.e. we can solve this task in much lower grades:

1 unit = 6

8 units = 6 x 8 = 48

Johan baked 48 cookies.

Block modeling is also the most famous and established method.

DIFFERENT STEPS TO DRAW AND GET THE CHILDREN TO GET USED TO THE MODEL

Step 1: Visual representation

This introduces the Block model

Step 2: Draw pictures inside a "block".

This prepares the children to be able to use "blocks". It also helps them to be more focused and detailed in their presentations.

Step 3: Change images to dots or similar and draw arrows outside the "blocks"

The images are now represented by other symbols, This simplifies more complicated images. In this step, the main focus is on the arrows outside the bars.

Step 4: Replace the dots or similar with numbers

A bar representing a larger value should be made longer than the value that is smaller. This is an aid to visualizing the problem.

Step 5: Write numbers outside the blocks

When we solve more complex problems, the numbers are written outside the blocks

Step 6: Label the blocks

At this stage, the children should be used to the "blocks". We now teach them to label the blocks properly.

Example: Karl has 12 marbles. Maja has 4 more marbles than Karl. How many marbles does Maja have?