I also reflected that math teachers aren't necessarily mathematicians. What makes a mathematician differ from a math teacher is that mathematicians can solve problems for themselves, but math teachers help others solve math problems. I know that mathematicians are super smart that they can actually solve problems themselves and for their own benefit. However, math teachers are those people who know math but has to relay this knowledge in way that others can comprehend so that others too can solve problems themselves.

This is a lengthy introduction to my post about strategies in teaching math. I actually have shared these with my fellow teachers when I was assigned to be a resource speaker in my district. I hope you find these useful.

__Concept Attainment Strategy__
This strategy
allows pupils to discover the essential attributes of a concept. It can enhance
students’ skills in separating important from unimportant information; searching
for patterns and making generalizations; and defining and explaining concepts.

__Concept Formation Strategy__
This strategy
is used when you want the students to make connections between and among
essential elements of the concept.

__Graphic Organizers__
These are
pictorial ways of constructing knowledge and organizing information. They help
the pupils convert and compress a lot of seemingly disjointed information into
a structured, simple-to-read graphic display.

__STAR Strategy__
STAR is an
example of an empirically validated (Maccini & Hughes, 2000; Maccini &
Ruhl, 2000) first-letter mnemonic that can help students recall the sequential
steps from familiar words used to help solve word problems involving integer
numbers.

The steps for
STAR include:

__S__**earch the word problem;**

__T__**ranslate the problem;**

__A__**nswer the problem; and**

__R__**eview the solution**

__Mnemonic Device__
This

**is any learning technique that aids information retention. Mnemonics aim to translate information into a form that the human brain can retain better and even the process of applying this conversion might already aid the transfer of information to long-term memory.***E.g. A corner is 90-degree angle and a Corner is Complementary. A straight angle is 180 degrees and Supplementary angles are Straight angles.*

__Physical Response Task__
Pupils
answer/give correct response physically or through the use of body movements.
This can also be used to explain geometrical figures and memorizing formulas.

__Found Figures/Shape Hunt__
Pupils identify
different figures found in the environment. If possible, pupils themselves shot
pictures of these figures found in their surroundings.

__MATH BINGO__
Pupils play
BINGO using math concepts printed/written on the cards.

__Picture Puzzles__
Pupils form
pictures by answering series of math problems/questions.

__ANAGRAMS__
Pupils form
trivial words by answering series of math problems/questions.

__Songs/Jingles__
These help not
only in understanding and remembering math concepts but make learning more fun.

__Simulation__
Pupils act or
do a simulated scenario just as in the real world. This promotes real-life
application of math concepts and skills.

Actually these are just some of the limitless ways in teaching math. I didn't even include block model approach here. But nevertheless, I hope you can find these applicable in your own classroom setting.

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