How can you make the study of math fun?

Let’s Find A Median To The Problem

We live in a mode where people are quite mean to Mathematics. Only a fraction of people actually place value on this subject. Why doesn’t the average person like math? To answer this quotient, we must find the root of this repulsion. The major factor: students do not see mathematical application. Fundamentally, math is the most fun way of learning the prime tool in life: logic.

History buffs must not underestimate Math because it too has time, lines, and laws. Science advocates should appreciate its bisections and operations, while Art pioneers admire its curves, patterns, and symmetry. Familiarity with mathematical grammar is dictated by seeing its correlation with other areas of their life.

Teaching geometry and trigonometry as applications to pool and billiards would not only create students who excel in concepts like angles but also fashion them as experts of the game. This could make math seem like an elective to several kids, and appeal to them. Poker can teach students probability. Algebraic graphs are easily explained by using objects that have conic shapes such as a parabolic satellite dish or play dough to form the figures. Because kinesthetic learners must directly apply what they learn, math classes should include “lab days,” when teachers introduce students to a new segment through a hands-on environment.

Teachers will have to multiply their work to assist students at seeing these parallel connections, thus becoming exponents ensuring students are using the mathematical concepts with a competitive spirit. Audio and visual learners will benefit as they listen and watch the concepts of math take volume. This practical formula will involve less funds, while the product will prove to be of a much higher magnitude.

Field trips, such as a Geometric Park Adventure, enabling students to hunt for ferocious lines are key. Advanced mathematics students must integrate mathematics with engineering to calculate and analyze how roller coasters work, or how the Metro train tracks are secured. Demonstrating the degree to which math is applicable allows them to complete the circle.

Paving the path for students to climb the slope, step by step, will establish more informed judgments about Math. My fellow mates abhor mathematics because they reach a limit: discouraging grades, preventing them from reaching their apex. If they have a firm grasp of the fundamental mathematical principles, then a sound judgment, whether negative or positive, will be made.

My main goal is for people to see math from a different angle--from the perspective of people who already love it. Perhaps, if we could guide them in the beginning, a higher percentage of students will build interest towards it. Whether they want to continue to reach its more abstract forms under Calculus or not, they can do the math.

P.S. I wrote this as a scholarship essay about 5 years ago =D