COLOR PAPER IN MATHS CLASS

Color Paper in Maths Class

Color Paper in Maths Class

The sweeping reforms advocated by mathematics educators over the last 25 years have included calls to break down the isolation of mathematics from other fields of knowledge. These calls have often been predicated on a desire to promote more equitable access to the “opportunities and options” afforded to those who can both understand and use mathematics (James, 2003). As a result, reformoriented curricula foreground the solution of 'real-life' problems as a fundamental purpose of mathematics education. Such curricula often rely on the investigation of real-life problems to expose students to important mathematical ideas, on the assumption that solving these problems will enable students to abstract mathematical concepts from their real-life contexts. Real-life problems are also seen as a way of demonstrating to students how mathematics is relevant to their lived experiences (Irving, 2003).

Discussion

Using colored paper rather than plain old white paper can improve learning and performance. One teacher suggested that printing text on green paper helps students read better, while another claimed that yellow paper helps students perform better on math exams (Harold, 2004).

How accurate are these claims? Does the color of the paper really have an impact on how much a student learns or how well they perform on an exam? These questions form a great basis for a psychology experiment that you can perform yourself. If you are looking for a psychology experiment idea for a high school or college course, consider testing whether the color of paper impacts test results (Griffith, 2004).

Teaching math to students by using colored papers is challenging because they have difficulty bridging the gap between informal math knowledge and formal school math concepts. Building these connections takes time using manipulatives and guided instruction. Using structured, concrete, and hands-on materials is important in tying these links between concepts. This strategy not only applies to elementary grades, it is also vital during concept development stages of higher-level math.

Math learning disabilities range from mild to severe, and manifest themselves in a variety of ways. Teaching math is compounded by the common difficulties special needs students have concerning proficient recall of basic arithmetic facts, along with consistency in written computation (Fleming, 2007). When these problems are accompanied by a need for strong conceptual grasp of mathematical and spatial relations, it is imperative that students are not focusing only on remediating computation.

Math learning anxities are often caused by visual-spatial-motor disorganization. These learning disabled students:

experience a weak understanding or lack a comprehension of concepts

have very poor number sense skills

experience difficulty with pictorial representations

have poorly controlled handwriting

experience confusion with arrangements of numerals and signs on textbook/workbook pages

The structure of foundational math concepts is impaired in these students. Math teaching strategies include avoiding the use of pictures or graphics for conveying concepts, constructing verbal versions of math ideas, and using concrete materials in math activities (Evans, 2007).

Math Activities: Visual Processing Learning Disability

The following are recommended math activities designed to assist teachers in reaching students with visual learning disabilities through ...