Gao Lihua
China, Guangdong Shenzhen Bi Bo’s distinguished Teaching Studio Member of Curriculum Development and Primary School Mathematics Research, master’s student Institute of Pedagogy and Psychology of Education Moscow City University
scientific advisor: Glizburg V.I.
e-mail: 1761126893@qq.com
ГАО ЛИХУА
Китай, Гуандун Шэньчжэнь, член отдела разработки учебных программ и исследований по математике в начальной школе в учебной студии Би Бо,
магистрант Институт педагогики и психологии образования ГАОУ ВО г. Москвы «Московский городской педагогический университет»
научный руководитель: Глизбург В. И.
e—mail: 1761126893@qq.com
This article presents the possibilities of overcoming the difficulties of teaching students mathematics by introducing fine arts into the learning process and merging its perception with mathematical thinking, taking into account their individual differences.
Keywords: Students with learning difficulties, mathematical and art.
О ПРЕОДОЛЕНИИ ТРУДНОСТЕЙ В ОБУЧЕНИИ ШКОЛЬНИКОВ МАТЕМАТИКЕ ПОСРЕДСТВОМ ВНЕДРЕНИЯ ИЗОБРАЗИТЕЛЬНОГО ИСКУССТВА В УЧЕБНЫЙ ПРОЦЕСС
В статье представлены возможности преодоления трудностей обучения учащихся математике посредством внедрения в процесс обучения изобразительного искусства и слияния его восприятия с математическим мышлением с учетом их индивидуальных различий.
Ключевые слова: Студенты с трудностями в обучении, математическое мышление и искусство.
Introduction.
Learning a single subject may not necessarily interest every student, especially mathematics, which is an abstract subject. Learning simple formulas and concepts can be very boring for some students, some student was previously labeled with specific learning disabilities or algebraic difficulties.
Methods.
- Demonstration: The first method involves demonstrating mathematical concepts through art activities in the classroom. This can include creating visual representations of mathematical ideas, such as using drawings or paintings to illustrate geometric concepts or patterns.
- Organization of Demonstrations: The second method involves organizing structured demonstrations where students actively participate in creating art that reinforces mathematical concepts.
Research results. Only by combining mathematics with art can we stimulate the interest of students with learning difficulties in learning mathematics, increase their confidence, discover the shining points of students with learning difficulties, and truly transform them.
There are individual differences among each student, and students with learning difficulties inevitably encounter difficulties in the classroom learning process. Learning mathematics can cause them to lose confidence, and over time, they may also experience a sense of helplessness in their studies [5].
Students often encounter problems in mathematics learning, such as fear of mathematics, limited teaching methods, and lack of practical problem-solving training. As a primary school mathematics teacher, one should take on the responsibility and mission of being a teacher, optimize teaching methods, and combine practical experience. Through the following aspects, students can overcome the problems in mathematics.
- Combining the introduction of artistic elements in primary school mathematics teaching, overcoming difficulties and strategies in mathematics teaching through experimental training programs.
We selected 100 students who meet the conditions as the research subjects, who have normal intelligence and good physical health. The grades in other subjects are at an average level. Provide assistance to students who have difficulty learning mathematics to solve their practical difficulties in learning mathematics.
1.1.Use of group projects or individual assignments as a whole. Reasonably forming and dividing learning groups is a prerequisite for cooperative learning. Allow children to freely combine, clarify tasks, and provide opportunities for students to experience mathematical exercises. The task selection of collaborative learning is very important. We must choose questions that are somewhat challenging, open, and exploratory. After group collaboration, the results of each group should be reported to the entire class and shared together.
1.2.Promote students’ understanding of mathematical concepts. Memory is an indispensable part of learning mathematics, and in order to master core mathematical facts and concepts proficiently, memory is essential.
1.3.Study of multisensory learning. Multisensory learning has gained recognition and support from educational researchers due to its numerous benefits in math education. Let’s explore some of the advantages of this approach. Enhanced Memory Retention. Engaging multiple senses stimulates different areas of the brain, which aids in memory retention [1], [2].
1.4.Encourage students to have an interest in mathematics and independently demonstrate their abilities in the classroom. Encourage students to actively participate in reconstruction, shifting from concrete images to abstract logical thinking, starting with simple graphics and numbers, and providing opportunities for students to understand the close connection between mathematics and daily life. When solving problems, students can feel that the benefits of mathematics are related to their daily applications, and they can also apply mathematical knowledge to their daily lives. Enable students to experience the effectiveness of mathematical knowledge from a more confident perspective, solve mathematical problems in daily life, and feel the joy of success [4].
The following case analysis is presented in the table bellow.
From the above table, it can be seen that before combining mathematical with art, 50% of students were diagnosed with mathematical learning difficulties by parents and teachers, mainly due to difficulties in calculation, logical reasoning, innovation and diverse thinking. More than 60% of students encounter difficult mathematical problems that require guidance from teachers and parents.Two stars for student self-evaluation.
After implementing the method of combining mathematical with art on 100 students in elementary school, the progress achieved after 3 months of working memory training was as follows:
From the above table, it can be seen that 100 students showed varying degrees of improvement in various indicators during the test. Practice test has proved that by comparing before and after implementation, the combination of mathematics and art among 100 elementary school students can make 95% of students have a sense of mathematics. Provide assistance to students who have difficulty learning mathematics to solve their practical difficulties in learning mathematics.
- Improving mathematical thinking and effectively overcoming mathematical difficulties through mathematical exploration activities.
The conceptual and practical significance of the study lies in identifying and theoretically proved the feasibility of teaching mathematics to children in elementary school in combination with the introduction of elements of fine arts, and the implementation of the author’s experimental training program. The research materials, based on the analysis of the theoretical and practical aspects of the above problem [3].
2.1.Academic performance. Math grades have changed from failing to passing and calculation speed has also increased.
2.2.Classroom performance. The number of times 100 students actively answer questions in math class has increased, in class, students will actively raise their hands to answer questions. Many students like to express themselves on the podium and demonstrate the mathematical process by writing on the blackboard. They are more interested in mathematics. Their thinking activity has also improved, and they can see that they are fully engaged in the classroom and can solve problems independently. Other teachers and parents have also reported that these students have improved their classroom behavior.
It indicates that out of 100 students, 88 are no longer dependent on teachers and parents, but there are still 12 students who need help from others. This method is effective and practical, and can continue to be used consistently to help more students and families.The students are very satisfied, and their self-evaluation is five stars.
- Building a learning activity platform and creating an educational atmosphere.
The mathematical interaction in the classroom should be able to attract students to participate, improve their quality, combine education with entertainment, and create a lively and happy educational environment. Classroom teaching is not just about imparting knowledge. Through these activities, students naturally realize the importance of mathematical thinking, psychological activities, and social values, thereby achieving psychological maturity. This educational process is achieved by incorporating art into mathematics classrooms, making it easier for students with learning difficulties to be accepted.
The results discussion. This practical experience underscores the potential of integrating mathematics with fine arts to enhance mathematical thinking among elementary school students. Teachers should build a stage for students to showcase themselves and influence other students, using the power of role models to inspire more students with learning difficulties to develop their love for mathematics. To meet the needs of students for comprehensive development, self-improvement, and self realization. By combining mathematics with art, it can help overcome the difficulties of learning mathematics. By incorporating art into math education, educators can create enriching learning experiences that promote creativity, critical thinking, and deeper understanding of mathematical concepts.Improve the learning ability of students with learning difficulties in mathematics, increase their confidence, and help them truly break free from mathematics by introducing art into the mathematics classroom.
Conclusion. Overcoming difficulties in mathematical education requires a consistent effort and a positive attitude. It’s essential to practice math regularly, understand the concepts, and seek help when needed. Students could start by identifying their weaknesses and focusing on those areas to improve their mathematical skills. Teaching students according to their aptitude, guiding them to overcome learning difficulties, making them more confident, and combining mathematical education with art is not only very practical and effective, but also beneficial for every student. Integrating mathematical education with fine art in learning activities, allow students to have fun and gain more useful experience from learning.
References
- Глизбург В.И. Развитие математической одарённости в условиях дистанционного обучения. Acta Biomedica Scientifica. 2022. 7(1). с. 147-153. https://doi.org/10.29413/ABS.2022-7.1.17 (Glizburg V.I. Development of mathematical giftedness in the conditions of distance learning. Acta Biomedica Scientifica. 2022. 7(1). pp. 147-153. (In Russ.) https://doi.org/10.29413/ABS.2022-7.1.17)
- Glizburg V. I., Gao Lihua. The integration of mathematics and art in primary school. Известия института педагогики и психологии образования. Московский городской педагогический университет (Москва). 2023, №4, С. 45-57. https://www.elibrary.ru/item.asp?id=58802853
- Gao Lihua. Combining of mathematics and art to improve students mathematical thinking. Известия института педагогики и психологии образования. Московский городской педагогический университет (Москва). 2024, № 1. С. 44-49. http://izvestia-ippo.ru/gao-lihua-combining-of-mathematics-and-art-to-improve-students-mathematical-thinking-sliyanie-matematiki/
- Septian, Ari & Citra, Laila & Ramadhanty, & Darhim, Darhim & Prabawanto, Sufyani. (2021). mathematical problem solving ability and student interest in learning using google classroom. https://iopscience.iop.org/article/10.1088/1742-6596/895/1/012072
- Witzel, B. S., Mercer, C. D., & Miller, M. D. (2003). Teaching Algebra to Students with Learning Difficulties: An Investigation of an Explicit Instruction Model. Learning Disabilities Research& Practice, 18(2), 121-131. https://doi.org/10.1111/1540-5826.00068
http://izvestia-ippo.ru/gao-lihua-on-overcoming-difficulties-in-teaching-mathematics-to-students-by-introducing-fine-art-into-the-educational-process/