Recent searches
Search options
1. Do they seem to have been taught a different method for something you remember? Not a problem: get them to #teach you theirs, and encourage them to try to understand yours. See if you can spot similarities. Why do both work? Can you find reasons why one may be "better" than the other (there are no right answers here, but just being more familiar doesn't count)?
2. Are they doing something you don't recognise, or maybe you do recognise but never got the hang of it? Get them to #teach you as much of it as they can. Work together on it. Admit that you don't understand it YET but don't use this as an excuse to not engage. Learning new things is a positive thing. Not understanding something is a prerequisite for learning something new.
4. That's not just in front of your children, either: stop doing it with other adults. Better still, challenge other adults to stop doing it. If you want your child to succeed in #maths you MUST genuinely have a positive attitude towards it, not just fake it in front of them.
5. Model mathematical #positivity at all times - not just when they're doing homework! Ask #mathematical questions about everything (look for patterns in things & try to explain them, essentially).
6. An excellent way to develop your own #mathematical #positivity is to introduce more maths-positive people into your life. You're on Mastodon: follow some [Hi! Nice to meet you 
]. Interact with them. Ask them things. Share the mathematical discussions that you have with with your kids (include #tmwyk when you do!)
7. Honestly, the absolute best way to get started supporting children's #mathematical development is to stop it with the "I've never been any good at #maths" stuff. Even maths profs think that from time to time: the difference is they use it as a motivation rather than an excuse.
8. The thought "it's not my job to help my children learn #maths" is unhelpful: nobody can learn maths with just 3 hours contact per week with someone who cares about it. Children with parents who engage with them mathematically have a distinct advantage over those who don't.
9. If you've found this thread useful or thought-provoking, check out your local #museum & ask if they have anything to help people explore the #maths behind their stories & collections.
If not, let them know that you'd really value something that did. If they say there's no maths to be found, they're wrong! Point them my way & I can help them find it: tkbriggs.co.uk.
We need more maths in our museums but it won't happen unless they know you want it.
This thread is now a blog post, with a bit of extra padding and some more links to explore, aimed squarely at #parents who aren't necessarily confident with #maths but want to help their children do well in it:
https://tommaths.blogspot.com/2023/02/how-can-i-support-my-children-learning.html
If you have any questions or comments I haven't covered feel free to comment there, or here, or get in touch some other way.
Calling @Chartodon Spine ...
CC: @TeaKayB
Your chart is ready, and can be found here:
https://www.solipsys.co.uk/Chartodon/111252633941073039.svg
Things may have changed since I started compiling that, and some things may have been inaccessible.
In particular, the very nature of the fediverse means some toots may never have made it to my instance, in which case I can't see them, and can't include them.
The chart will eventually be deleted, so if you'd like to keep it, make sure you download a copy.