From elementary school through advanced college coursework, all mathematics education rests on the foundations learned in the first elementary-school years. Students must master addition and subtraction tables, multiplication and division facts and how these numbers interrelate if they are to understand future course work. Therefore, primary school mathematics instructors must insist their students gain mastery of these basic facts. A "Memory" game using math flashcards would be an easy basic-math-facts project.
Most students enter elementary school with extensive exposure to video games and computer technology. Students enjoy learning when the colors are bright, the sounds are allowed, and the activity is fun, and their previous experience shapes their expectation of classroom activities. Elementary-school math teachers can use computer-based games, such as "Math Blaster," that build off students' computer and video-game experience. Teachers can create memorable lessons, then engage the students' senses while activating critical thinking processes. The innovative Leap Pad game platform is another excellent example.
Research by Dr. Thomas Armstrong on learning styles and multiple intelligences has identified that students are "programmed" with different learning styles. This research demonstrated that some students learn visually while other students learn best through repetition, or using tactile learning aids. By using learning groups as a math project, teachers can observe individual learning styles and develop a teaching methodology suited for each student.
Within the peer group, students feel more comfortable to take risks, ask questions and engage the learning process. By engaging, the student will often reveal his own learning style, and thus facilitate the teacher's ability to teach more effectively.
The elementary-school student must identify how vital math is to everyday life. Adults realize that math influences our lives. The elementary-school math teacher must create this connection. By designing word problems and projects, students connect the math experience to their futures, which clarifies the need for thorough math understanding. For example, suppose the teacher gives a child in a collaborative group $10. The child is instructed he's planning a party. Pizzas cost 75 cents a slice, drinks costs 25 cents each and popcorn is 35 cents a bag. The student must figure out how many friends he can invite to the party if he needs one pizza, one drink and one bag of popcorn for each friend. By connecting the student to a real-life setting, the student's desire to create a party for his students moves him forward willingly into the educational process. By planning the party for his friends, the student learns valuable lessons in mathematics and how mathematics is important in everyday life.