Meaningful Maths
Difficulties in the Construction of Mathematical Knowledge in Sixth Grade Students: A Psychoanalytic View
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Thinking about maths often means thinking about calculation, accounts, sums, multiplications, divisions, in short, the reading of the word is "difficulty, reasoning", and this leads to a certain "laziness" in practising the verb "study". We can see the obvious relationship between maths and reasoning, but this reasoning becomes much easier when we, as teachers, try to show our students that maths is part of our daily lives, our actions, not to mention that it has been part of our survival since we were born, when the seconds count down to the first oxycarbon exchange with the lungs and we begi...
Thinking about maths often means thinking about calculation, accounts, sums, multiplications, divisions, in short, the reading of the word is "difficulty, reasoning", and this leads to a certain "laziness" in practising the verb "study". We can see the obvious relationship between maths and reasoning, but this reasoning becomes much easier when we, as teachers, try to show our students that maths is part of our daily lives, our actions, not to mention that it has been part of our survival since we were born, when the seconds count down to the first oxycarbon exchange with the lungs and we begin to acquire our rights. It can be seen that what happens to most students, especially sixth graders, is a difficulty in learning maths, which contaminates their entire process of knowledge and maturation over the years of future study, since they will have to deal with other subjects that have maths as their basis, so there is a "cascade" effect in the deficiency of learning, culminating infuture gaps that are difficult to repair in teaching.
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