Thursday, August 02, 2007

Learning Styles and Maths

Mathematics is probably the only school subject that has a reputation for being “difficult”. Although most children of school-going age can count comfortably from one to ten, some of them will not understand that the rhyme onetwothreefourfivesixseveneightnineten actually refers to the action of counting, and they don’t know that “two” is more than “one” even if they understand that “two lollies in Jane’s hand” is more than “one lolly in my hand”.

Thus, some children begin their first lesson in Maths on a sour note of “I don’t understand” and “it’s too difficult”. And even if they manage to sail through the arithmetic side of things, there are things like Geometry to trip up those good at numbers.

Children with a preference for sequential information processing will probably tend to do better in arithmetic, which is usually introduced at the beginning of the child’s maths career. By the time they hit concepts more easily understood by a simultaneous mind (geometric patterns, abstract algebra and imaginary numbers), they probably firmly believe that they are “no good at maths”.

This is why it’s so important to get help as early as possible. As soon as your child turns 5, you can use the Learning Style Analysis Junior MINI tool to determine whether they are sequential or simultaneous thinkers. The tool will also show you whether they are good at absorbing visual information (a very useful skill when it comes to geometry and trigonometry), whether they would learn well with word sums and real-life examples, and how best to motivate them in their learning.

The Learning Style Analysis Junior MINI report will also show you how to do revision and homework with your child in a way that’s most beneficial to them. Click here for more information:

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