Third step to teaching your how to solve math problems

If up to now you have been completely devoted and have abstained yourself from doing any demands, then things are going well and you will not have tested your child whatsoever. We have already mentioned teaching and also mentioned a lot about our opposition to testing a child. One of the things that we can advice the most on this topic is to not test or give exams to your child. Babies like to learn but they hate being tested. In this sense they are very similar to adults. Ok, so then what is a mothe r supposed to do then? She should not be interested in testing her child but should rather be interested in teaching the child and giving him all of the opportunities she can so that he is able to live the joy of learning and achievement. Therefore instead of testing your child you should provide him with opportunities to resolve problems.

Do not test your child; provide him with opportunities to resolve problems
The purpose of an opportunity to solve a problem is that the child is capable of showing what it is he knows because he does want to show it. This is exactly the contrary to what an exam is. Now you are ready, not to examine him though but to teach him that he knows how to resolve problems and you will see that he does. A simple opportunity to resolve a problem would be to teach him two math dot cards. Let us suppose that you choose those corresponding to fifteen and thirty two and you show the child both cards and ask him “Where is fifteen?” This would be a good opportunity for your child to look at the math dot cards or touch it if he so wishes. If your baby looks at the math dot card that has fifteen or if he touches it, you will feel the natural delight of celebrating his job well done. If the child looks at the other math dot card or touches the other one, just limit yourself to saying “This one if fifteen right?” while you put the fifteen card in front of him.

When doing this make sure you are content, relaxed and full of enthusiasm. If the child does not answer to your question, place the card that has fifteen on it a little bit closer to him and tell him “This one is fifteen right?” in a very happy and content way, while relaxed and calm and full of enthusiasm. And this is where the opportunity ends. No matter what the child answers, he wins, and you win too because it is very probable that if you are content and relaxed that he will like to do this with you. These opportunities to resolve problems can be given at the end of sessions of equations. This way you will obtain a good balance of giving and taking in the session, given that every sessions is started by you giving your child three equations, and ends providing him with the opportunity to resolve an equation if he desires to do so. You will discover that the mere fact of providing your child with the opportunity of choosing between one number and another is a good way to start but you will soon need to think about presenting him with the opportunity of choosing answers to the equations. This is much more exciting for your child as well as for you. To present these opportunities to resolve problems you will need the same three cards that you are going to need to present any equation, plus a fourth card that serves as a second option for choosing from. Do not ask your child to tell you the answers out loud. Always allow him to choose between two possible answers. Very little children cannot speak yet or are just barely starting to talk. The situations of resolving problems that require an oral answer will turn out to be too difficult or impossible for the little child or baby. Children that are starting to talk hate giving oral answers, therefore, always present your child with several answers for him to choose one.