[dropcap]A[/dropcap]s we become conscious about the teaching and learning of mathematics from the children’s point of view; it proves to be more challenging to make children love or learn mathematics. When we consciously plan something for children, we think of lot of methods and strategies by which they will understand and relate to mathematics. .
We are designing a mathematics workshop for school children of middle grades. We are at the stage of content development. It is easy to say that planning something for children is a simple task; we just need to take books of different authors and pick out certain activities and question from them and articulate it to children. Unfortunately this is a slippery path and a small mistake can lead to failure of the whole content development process. Is the planner actually aware of the needs and level of children? Or there is no need to think about the children for whom we are actually planning. .
The whole process came out to be a learning process for ourselves where the healer is healed. While going through the process of planning for workshop we actually struggle with our own thoughts and concepts; that how can we be helpful to them and make them go through different experience of mathematics? Are they actually able to understand, what we are aiming for? It becomes more important when our primary aim is to make children love and enjoy mathematics at a level when it starts becoming more abstract, boring and a rigid subject. .
The society perceives becoming a teacher is the easiest thing to do, anyone can do that. At the other end, it is difficult for students to relate and develop connections with the most of the subjects. The case with mathematics is even worse. We can easily figure out that teaching mathematics is very easy till that point of time when it sticks to textbooks or solving questions. But what when children deal with real life problems? Children fail in dealing with the shopkeeper or are less fluent in finding an average in the cricket match; still after doing all the math in their notebook. It becomes more challenging to equip children experience mathematics in their day to day life. .
This situation somewhere reflects that mathematics is not what we perceive and do in our textbooks. It is far beyond that. When we think about planning from the perspective of children than we realize the essence or nature of the subject matter; whether it is mathematics, language or history. Schools somewhere fail to provide experiences of different nature of the subject to children and limit them to their notebooks, memorization, tests and marks. .
These practices somewhere develop a gap between children’s real experiences and their knowledge. It is important to align children knowledge and experience and bridge the gap between the two for they will never meet without conscious effort and planing. We need to improve planning, pedagogy, textbook, teacher training courses and many more. There is a need of conscious effort in these directions to become an educators and facilitators for children education. .