84 STEPS TO MATHS HEAVEN (4)…MAKING WAEC/NECO MATHS MAKE MORE SENSE TO STUDENTS

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 84 STEPS TO MATHS HEAVEN (4)…MAKING WAEC/NECO MATHS MAKE MORE SENSE TO STUDENTS WAEC EXAM HALL

100 EXAMPLES OF QUESTION-PHRASES USED BY WAEC IN MATHS EXAMS

QUESTION  TYPES, VISUALIZATION & CRYSTALLIZATION

46. Learning maths through concepts and rules will be difficult without visualization of concepts in the mind. Learning maths vocabulary makes little practical sense to a student when learned by itself. For example “numerators” or “denominators” are famously important yet they serve no practical purpose for most learners except when they provoke thoughtfulness and program understanding. Most vocabulary and rules lead to what is called inert knowledge .But students can make sense with a slight shift of emphasis to VISUALIZATION as a central concept.

47. The difference between a ”good” and “bad” maths  student is the amount of visualization each brings to bear on the subject. Non-performing students need careful help to visualize. Apart from the activities listed under 44 above, lots of instructional objects/educational aids need to be used in the classroom…

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