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An Innovative and Fun Way of Teaching Math

Frank Ho

Teacher and founder of Ho Math and Chess

www.mathandchess.com

I have observed that one of the main reasons that children hate math is they have not mastered the foundation of math, surprisingly the root of problems can be traced to the basics they learned in the elementary grades such as addition, subtraction, multiplication or division. When elementary students are asked why do we have math? Lots of these children can relate math to our daily life such as shopping, cooking, measuring, driving, time, shapes etc. and most of the time they think math is important because it has something to do with counting and numbers.

It is very good these youngsters realize that math has relations to our daily life but does the traditional way of doing of math worksheets such as 2 + 3 reflect the environment today our youth lives? It certainly does not. Math is not just about counting numbers. Apart from teaching the basics of addition, subtraction, multiplication or division, math is supposed to teach our next generation on how to solve problems and be creative. Part of the problems why some children hate math worksheets is simply because these traditional worksheets do not represent the world they are living now.

How to Excel in Mathematics

Lots of students consider mathematics to be quite a difficult subject. For many, mathematics studies represent endless effort, time consuming and frustrating overhead.

But, those who are into mathematics, do know that once you are familiar with the details, mathematics provide satisfaction, and even joy. It is true that being good at mathematics is, to some extent, a skill you are born with, but not only.

One of the most important principles in being good at mathematics is to be up to date with the items taught at college. Since the items of mathematics are built one on top of the other, similar to building a wall, brick by brick, it is good practice for any student, no matter what his skills are, to keep up following closely the mathematics subjects being taught. Once a student ignores a single subject, it will be difficult to catch up the new subjects, which are built on top.

Secondly, although college studies include much of mathematics theory, definitions, theorems, and more, knowing the theory is not sufficient at all. Only by tackling and solving lots of problems, can one get real expertise and excel in mathematics. Practice, practice, practice: this is the name of the game. (Actually, mathematics will become a game eventually).

These two important principles led me through my studies for my B.Sc. and my M.Sc. degrees. These principles do hold for all areas of mathematics and for all science subjects such as physics and others.

Having said that, still, there must be something else. Something that will really make he difference. That will make a student a great mathematician. Regardless of the born skills, regardless of the dedication, and commitment to mathematics studies, there should be some love, desire, or passion, to gently handle mathematics theorems and rules.

Is there a better way to learn mathematics as one progresses to higher level of education?

There are many ways to learn a subject. Different people has different learning style. However, regardless of learning style, there are two particular ways to learn knowledge within any style. The first way is memory method. This way of learning focuses on remembering facts and details, and recalling them when required. The second method is to understand the underlying concepts of the facts. It is the “what” versus the “how” and “why”. Either way has their merits and demerits. It depends on the education level and complexity of the subject matters. Sometimes, a hybrid of both are necessary to reap the best possible results, especially in learning mathematics.

For elementary mathematics level, the amount of mathematical facts and concepts to be learned are marginal, and only serves to lay foundation for further advancement into higher mathematics learning. At the basic level, memory method of learning may be acceptable and manageable. But how about maintaining this way when one progresses into higher mathematics studies?

At a higher level of mathematics learning, the learning taxonomy moves into the application level and beyond. Mastery of concepts becomes an important factor in analyzing and solving more complex mathematics questions. Mathematical equations and expressions get more integrated with detailed concepts. Pure memory will not be able to extract out the true meaning of these equations and expressions. A few mathematical tools may be required to solve a mathematics problem. This combination of solving methods and concepts rendered pure memory way of learning mathematics unacceptable. The scope to cover all possible combinations of solving tools and questions is far too wide to manage. Staying firm with this facts-remembering method will only cause the performance and outcome to dwindle low. This will reduce the motivation to study and may decline towards the fearful mathematics anxiety situation.

The Effect of Math and Chess Integrated Instruction on Math Scores

John BUKY, Education Consultant

Frank HO, Canada certified math teacher

 The Chess Academy, Chicago, USA, June 2008

Research studies have shown that chess can be used as an effective game-based teaching method. However, all the past studies used chess as a separate instructional tool. There were no math contents in chess instruction provided and there was no math and chess integrated workbook used. This study examined the effect on pupils’ math scores when a truly integrated math and chess workbook was used as an instructional practice workbook. The results show that the integrated math and chess workbook significantly increased pupils’ math scores between pre-tests and post-tests among grade 1 to grade 8 pupils.

Key Words: math and chess; math and chess instruction, math and chess integrated workbook; math and chess integrated workbook; mathematics scores of the students

Introduction

Research papers have demonstrated that chess instruction improves analytical reasoning, problem solving skills, and academic achievement (Chrisiaen & Verholfstadt (1978); Frank & D’Hondt (1979); Smith & Cage (2000)). Research conducted by Gaudreau (1992) shows no significant differences among the groups on basic calculations. These research studies point to the direction that chess has strong effect on improving children’s cognitive ability than their arithmetic computation ability. By teaching math and chess as two separate subjects, children do not have opportunities to work on basic arithmetic operations using acquired chess knowledge, this may explain why by playing chess, it may not statistically significant improve children’s basic arithmetic computation ability.

The achievements of Muslims in the field of mathematics are extremely remarkable. A regular study of this science, like all other sciences, was begun during the reign of the second Abbasi Caliph, Al-Mansür in. the second half of the eighth century A.C. During this period the work on mathematics was exclusively done by Muslims.1 Some stimulus came from Indian and Greek works which were later translated into ‘Arabic. The investigations were carried out, and until the end of the fifth century A.H. /the 11th century A.C., nearly all of the original and creative work was done by Muslims, and even the non-Muslims wrote all the works on mathematics in Arabic. In the 12th century the Christians and Jews started the work of translation from Arabic into Latin and Hebrew, and also began to conduct research in this field. But until, the end of the 13th century no mathematical work comparable to that of Muslims could be done by the Christians or Jews.

                                    The Muslims used numerals including zero for counting in contrast with writing the amounts in words, or counting with the letters of alphabet. Thus they made arithmetic simple and applicable to the problems of everyday life in connection with commerce and trade and the division of estates and inheritance. The zero has a great importance in arithmetic. Without zero it is not possible to indicate the figures like tens, hundreds, etc. If zero is not used it becomes necessary to use a table (named abacus) with columns of units, tens, hundreds, etc., to keep each figure in its place.2 The zero was used by the Muslims centuries before it was known in the West. The Latin word ciphra for zero is of Arabic origin; the Arabic word for it being sifr, meaning empty or nil.

Chess for Math Curriculum Comparison

Frank Ho

Amanda Ho

Ho Math and Chess teachers

www.mathandchess.com

Comparison

Number Concepts and Operations

Grades

Math Learning Outcomes

Matched chess knowledge to the math learning outcomes

Math knowledge learned not matched by chess

Math knowledge learned in chess but not included in math curriculum

Grades K to 1

Recognize, describe, and use numbers from 0 to 100 in a variety of familiar settings.

Demonstrate and use a variety of methods to show the process of addition and subtraction on one-digit whole numbers.

Chess pieces values of 0, 1, 3, 5, and 9 Counting chess pieces values Compare object with values Understand the concept of “half” of the chessboard Skip count to 100 by 1s, 2s, 5s, and 10s. Estimating and Comparing estimates Addition and subtraction to 18.

Algebraic notation Cancellation of equal values of chess pieces. Counting in multi-direction with multiple attacks Special tactics pattern Chess pieces movements Checkmate pattern Attacking sequence Interaction square Logic

Grades 2 to 3

Develop a number sense for whole numbers from 0 to 1000 and common fractions to tenths.

Use a variety of strategies to apply a basic operations (+, ) to whole numbers and use these operations in solving problems.

Chess pieces values of 0, 1, 3, 5, and 9 Counting chess pieces values Compare object with values Understand the concept of “half” of the chessboard Estimating Rounding to the nearest 10 and 100 Skip count forward and backward by 2s, 5s, 10s, 25s, and 100s to 1000. Writing number in words Place vales Divisibility by 2, 5, 10 Multiplication up to 25 (5 5) Even and odd Understanding of halves, thirds, fourths, fifths, and tenths.