24.05.2012
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Yesterday, I replied a mail from my friend who is working at the school in Papua New Guinea as a mathematics teacher. He was trying to continue "100math" lesson and was achieving some positive results. However, recently he has felt the limit to continue it. He mailed that some students began to get tired of it, and some began to try to solve daily 100 calculations in no effective way to learn to solve. Also, he seemed to feel the limit in the material, paper and PC for making data.
I read his mail and think about the difference from our way of managing "100math." After that, I wrote our ideas and sent mail. I hope my answer will be help for him. I'd like to write some of the examples of my replying. I wrote that we should change the order of all calculations that we let students solve. I also write that the duration of lesson should be 5 minutes to let all students keep their concentration. Moreover, I advised that we can give up that we teach how to make data with PC to teachers, preparing for after he go back to Japan. I think, we can show enough data to prove the effect of "100math" while we are staying in each country.
I'm looking forward to reading his answer.
I read his mail and think about the difference from our way of managing "100math." After that, I wrote our ideas and sent mail. I hope my answer will be help for him. I'd like to write some of the examples of my replying. I wrote that we should change the order of all calculations that we let students solve. I also write that the duration of lesson should be 5 minutes to let all students keep their concentration. Moreover, I advised that we can give up that we teach how to make data with PC to teachers, preparing for after he go back to Japan. I think, we can show enough data to prove the effect of "100math" while we are staying in each country.
I'm looking forward to reading his answer.
Yesterday, I replied to a mail from my friend who is currently working as a mathematics teacher in a school in Papua New Guinea.
However, recently he seemed to have reached a block.
More natrual.
He e-mailed me saying that some students were already getting tired of it, and some began to try to solve daily 100 calculations but without any affects or progress.
Also, he seemed to feel there is a limit in the material, paper and PC for making data.
I read his mail and thought about the differences in our ways of managing "100math." After that, I wrote our ideas and sent him a mail.
I hope my answer will be of a help to him.
I hope my answer will help him.
I'd like to write some of the examples of what I wrote to him as my replying.
I also wrote that the duration of the lesson should be 5 minutes to let all students keep their concentration.
you mean 5 minutes break or the lesson is only 5 minutes?
Moreover, I advised that we can give up teach about making data, using PC with other teachers. We can prepare it when after he goes back to Japan.
"100math" is one of a method from Japan that student can practice solving 1 digit calculations more quickly and accurately. Through "100math," students can try to solve 100 calculations within 5 minutes(example)