Why worksheets can be good things
These games and activities help students start using new concepts to do mathematics problems. But after the games and activities have taught them how to figure out what 8+5 is, how will they remember to apply the strategies the next time 8+5 comes up in a school assignment or a real-world situation?
Answer: They need to practice the concepts outside the games and activities.
Using worksheets after concept-based games helps learners get retention of what they have learned (retention means retaining, or holding on to, learned knowledge) and transfer their new skills to solving problems in a different context (Snow, 2016a, p. 13).
Worksheets also help you assess what is being learned.
Finally, although most children enjoy these games, some individuals simply prefer worksheets (Ginsburg, 1977, p. 48).
Creating worksheets for an individual learner or group of learners
You can help learners learn more deeply by giving them the types of problems they personally need to practice.
Any word processing software can be used to create worksheets. You can use software designed specifically for mathematics if you like, but for basic arithmetic worksheets this is not necessary.
You can also simply write down problems with a pen or pencil. It’s a good idea to make a photocopy for your teaching records.
Worksheet tips that promote learning
Your learners may benefit if you use the following tips:
- Put extra spaces around the equals sign. Instead of 5 + 3 = 8 , use the format 5 + 3 = 8 . This format helps learners see that an equation has two main amounts: the amounts on either side of the equals sign. An equation is true when the amount on the left side of the equals sign and the amount on the right side of the equals sign are the same.
- Use the word “true” in the directions. Using the word “true” encourages learners to think about number sentences as statements that can be either true or false, which is a central concept in mathematics.
- For learners who have some background knowledge: Use blanks not only for sums (or products), but also for addends (or factors). For example, instead of 5 + 3 = __ , use 5 + __ = 8 . This format helps learners prepare for subtraction when they are practicing addition, or for division when they are practicing multiplication, and it lays a foundation for algebraic thinking later on. It will make the most sense to learners who are already somewhat familiar with the facts. If learners seem confused, the series “[A number] plus what is the number you drew?” can help them get used to the format.
Next section: More resources for transfer and retention
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References
Ginsburg, Herbert P. 1977. Children’s Arithmetic: The Learning Process. Oxford: D. Van Nostrand.
Snow, Kate. 2016. Addition Facts That Stick: Help Your Child Master the Addition Facts for Good in Just Six Weeks. Charles City, VA: Well-Trained Mind Press.
August 18, 2020