Sumuno Mathematics
Many people are intimidated by Mathematics either due to its complexity or lack of understanding.
Sumuno actually began as an idea at least 15 years ago. As a Head Teacher within the Mathematics Faculty, there seemed to be a need to not only make the content relevant but also to ensure that there was genuine enthusiasm by both teachers and students.
As technology has advanced, many people (including Mathematics teachers) believe that it is the aid that will get students more involved with learning Mathematics. While it is true that with an increase in computer technology there has been an increase in applications, it should only be considered as an additional element to support the learning of Mathematics. However, at the very core is the need to ensure that the basics are well and truly understood.
The challenge for Mathematics teachers is having the ability to combine both the traditional approaches (meaningful presentation of the the content) with the more modern aspects (being able to use Mathematics in an ever changing society).
The true power of Mathematics is having the ability to use the components (topics and concepts) together with technology (computers, calculators, scientific equipment, and so forth) and the ability to use creative thought and Mathematical working to be able to make positive changes in an ever changing and increasingly complex society.
Back to Basics
With increased knowledge and understanding will come greater ability to use available resources to solve problems. Let us look at two very simple problems that can be solved in different ways. The method utilised will in general depend on the degree of knowledge and understanding. There is no right or wrong way but if appropriate skills are known then the resultant outcome can be found more easily.
(1) The sum of the digits on the face of an analogue watch
(2) The price when cheese is reduced from its original value of $8.19 by 26.7%. Determine, to the nearest dollar, the sale price.
Solutions to each of these can be found here (as PDF).
(2) Determining discounted cheese price
Supporting Mathematics Educators
The important components that make a 'great' Mathematics teacher are many and varied but their will be core elements that will be common and these include but are not limited to;
Solid understanding of all basic mathematical concepts
Ability to use Mathematical ideas in a diverse range of fields
Having a passion for using Mathematics and in being able to work Mathematically and solve wide ranging problems
Recognising that learning should be 'life long' and that Mathematics is a tool that has been used in the past and will continue into the future
Recognising that Mathematics has far more uses than most people are aware
Being able to promote a desire to learn Mathematics through personal experiences
Incorporating technology into learning and using technology as an aid to assist Mathematics and not as a replacement
Being able to recognise that each person will have different styles of learning and be able to cater for differences
Supporting Learners of Mathematics
One of the main ideas of Mathematics education is the ability to be able to effectively learn the concepts. It is asssumed here that a learner will have developed certain skills in their early years. The difficulty with secondary Mathematics and learning is that students may have had different learning experiences with Primary level teachers focussing on different areas of learning. It is not assumed that all Primary learners will have the same experiences and indeed there may be a diversity of understanding of the content.
Even in Secondary Mathematics, the experiences of individual teachers may impact upon the learning of Mathematics for the students. In Sumuno Mathematics, the aim is to develop skills sequentially and in a coherent manner so that key elements may be shown in a well developed manner. Many people want to use a 'quick' method to learn Mathematics but this is not used here. Rather than rely upon an algorithm or formula, a catchy phrase or saying, incorporating a tutor or learning buddy, using technology such as Mathematics websites or similar, the idea is to develop 'sound' Mathematics through clear and concise explanation.
There is a place for different strategies to learning but it is important if a full understanding is to occur then the ideas and concepts have to be clearly learned and utilised. Only then will an understanding of Mathematics take place.
Whether learning of Mathematics be with a teacher, student or other user of Mathematics, technology should be seen as a tool that can assist with learning and should not be a replacement for Mathematical learning. There has been first hand experience with online learning where the creator of Sumuno has been involved with Hotmaths. Even on this site, the content has been developed in a sequential manner and as such should be helpful as a tool for learning but does not replace active learning by the student.
Supporting Other Users of Mathematics
Many people associate 'Mathematics' with 'school' and in many circumstances this may be justified. What is less understood is that Mathematics is used more diversely and worldwide.
Many people who possibly don't understand Mathematics will often say "When am I ever going to use this?" and it will quite often be the case that several aspects may indeed not be used by an individual. The important part o remember however is that Mathematics is not simply one idea or concept but more importantly is made from a number of interconnected parts. Some concepts can be considered as 'stand-alone' but generally speaking, the true power and beauty of Mathematics occurs when Mathematics is considered as a whole.
Unless all elements are considered, Mathematics cannot be fully appreciated.
People who struggle with understanding Mathematics will generally focus on difficult concepts (for them) and they may not appreciate how powerful it can be when all aspects are learned.
Instead of questioning when Mathematics will be used it would be more beneficial to ask "In what areas of society will Mathematics never be used?' and the answer would in most cases be 'NONE!' (or virtually none).
The following are just some areas in which Mathematics is used on a daily basis and some examples will be given to illustrate;
These are just some of the everyday situations in which Mathematics may be used and hopefully by viewing the examples it will be possible to see how these are merely some that highlight the use of Mathematics. It should be noted as well that these are just some of the 'basics' but there are many more applications across a much more diverse set of uses.