With a mind full of curiosity and little idea of what I can do to help children gain a better understanding of mathematics, I began this module. It is always clear to me that mathematics is important in our lives, as we are using it daily, counting money, measuring things etc. But how do we teach mathematics? How do we ‘teach’ a subject that is full of formulas? How can we make the lessons interesting and teach them in a way that children can explore mathematics by themselves? All these combined into a BIG question mark to me. 
A lot of information and knowledge gained in this module impacted me quite a fair bit. First, I discovered that we should let children decide how they want to come out with their own methods and strategies, in order to solve a problem. (Children learn best and understand better when problems are solved using their own methods.) During our course, I noticed that Dr Yeap did not provide us with any definite answer to the various problem sums he posed. He created and allowed us a learning journey, full of trials and errors. Through this journey, we discovered our own way to computation and we were given opportunities to voice out our thinking. Dr Yeap has indeed, demonstrated to us, how we should allow the children to explore and find out how to solve sums. This journey once again reminded me, that as an educator, we need to assume the role of a facilitator as well. This is especially so, when we have children who have difficulties in problem solving in the beginning stage. As a facilitator, we should provide them with cues or clues, engaging them through posing questions, leading them to the solution. This process is important as it helps to stir up their thinking and ultimately, they will be able to come up with their own problem solving method(s). More importantly, we need to provide children with time to discover their own learning, instead of fearing that they do not understand the concept being taught and thus, providing them with answers.
As Van De Walle mentioned in the text, “Students need a classroom environment where they can act like mathematicians and explore ideas without trepidation.” (2010, pg 218) What better ways to achieve that, other than learning through play. We played during this module and at the same time, we learnt mathematics. All the magic tricks, cookies given, outdoor experiences, quizzes were conducted in a fun and relaxing way. All those fun helped us to not only learn better but also, being able to retain what was being taught.
Having personally going through such an exciting learning experience during this module, it affirms my belief that children learns through play. As compared to a traditional classroom setting of learning Mathematics, children will definitely benefit much more when they are learning in a playful and relaxing environment.
There is a saying that “there is a child in every one of us!” I share the same sentiment...According to Singapore Primary Mathematics Curriculum (MOE 2006), teaching mathematics should be a vehicle for the development and improvement of a person’s intellectual competence in logical reasoning, spatial visualisation, analysis and abstract thought.
As such, our job as an educator is to ensure that children learn the techniques to problem solve and not just the formulas.
Upon the completion of this fruitful module, I have gained a better understanding of what mathematics for children is. My mindset of “Mathematics, a subject with just formulas” has changed to “Mathematics, a subject that can be fun and magical.” I believe that with these valuable knowledge gained and hands- on experiences, I have benefited greatly both personally and professionally. I am definitely looking forward to sharing all that I have learnt with my children, fellow colleagues and most of all, the children’s parents.
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