Tips to motivate our students

To get our students motivated in mathematics, I will give you somes with which you can motivate them and get them to improve their skills:

1) Approach

Math is closer than we think, but surely your students don't understand it yet. The first step to motivate them is to show them that this science is in their day to day, to do it, you must know their tastes and activities to be able to point out to them which part of these is linked with the mathematics.
2)Presents challenges:

Surely your students enjoy a good challenge that allows them to learn but at the same time compete and highlight their skills. It looks for mathematical challenges to the level of the knowledge that they have and divides the group creating a competition, this will make that their motivation increases in the moment but also in the long term.
3) Play:
Some games imply a constant use of this science and allow to develop the mathematical reasoning in a playful way. Putting them in the classroom can be an excellent idea.

4)Use multimedia resources:
There are dozens of videos, lectures and even films that seek to convey the importance of learning mathematics. Through audiovisual resources, perhaps, you can manage to transmit the concepts that you do not achieve that your students understand or internalize.
5) Divide:
Pay attention to the diversity present in the classroom and always remember that not all students learn in the same way or have the same skills. The important thing is that by dosing the math knowledge always attend to this reality and make sure that all go to the same level. To facilitate your task you can recommend material in which to consult or review the taught in class and make sure that your students have sites to resort to if they do not fully understand the lesson.

The measure of time. The clock.

I would like to recommend you to watch your video with your students. It shows us a good explanation about the clock and how to learn to understand the time (hours, minutes...)

But why do we need to understand time?

By means of the term "time " The duration of certain events or the separation between two or more of them is measured. In this sense, time is a magnitude related to the field of physics and that basically measures the number of units of measure that have elapsed from an initial state to a final state of something.

Let us then explain and clarify a bit this: for example, suppose I want to walk a kilometer. Then the initial state will be the point from which I will leave, beginning with the walk, while the final state is when I reached the kilometer already walked. That time elapsed between the two states (initial and final) is the separation between 2 events, called Departure and arrival, and which determines how many hours, minutes and seconds I had to use to reach my final state on arrival. In the international system of measurements the official unit of measurement of the time is the second, often abbreviated as  "sec. " But this is not officially so, since it does not belong to a scientific denomination but rather of everyday and colloquial use.

You've also probably heard a lot of times from  "past ",  "present " and  "future ". These are also time and that beyond that they are used in grammar as a way of conjugation of verbs, these three times form part in an arbitrary and consensual way of ordering the facts, according to what moment of time they occupy, ie, taking into account the When they have happened. That is why we know that if something happened yesterday is part of the past, while if we schedule a meeting for next week, we know perfectly well that this is still future time.
Thus, throughout human history, millions of facts have happened and the chronology, discipline within the social sciences, is responsible for establishing methods of study to understand the successions of events.

Probabilistic intuition

In the last decade of the XX century, a proposal for a curricular change in the teaching of probability at all levels of education was attended. In the curricular designs, not only in Spain, but in other countries, it is suggested to start this teaching at an earlier age and introduce the probability in its frequency. The recommended methodology is based on experimentation and simulation of randomised experiments. Thus, for example, in the NCTM standards it is stated that students should explore through situations and actively, the probability models. 

Through experimentation and simulation, students must formulate hypotheses, test conjecture, and debug their theories based on new information. It is assumed that this methodology will help to overcome the difficulties and obstacles that, on the development of the intuition of the chance have described different authors, like Fischbein and Gazit (1984).

Experimentation and simulation are the most appropriate ways to move from the primary intuitions on chance (those that are formed before and independently of a systematic teaching) to secondary intuitions (which form after a systematic process of education)

In primary education it is fundamentally to develop a "probabilistic intuition" as tightly as possible. The methods of probabilistic allocation will be, fundamentally, the statistic of the occurrence of the events to study and the contrast before and after the experimentation. All children have, to a greater or lesser extent, a priori opinion from very early ages, and in all cultures, of the possible but indeterminate (intuition of chance). The overall goal at this stage is focused on adjusting these two probabilistic allocation modes. 

I invite you to make a simple random experiment, to configure the application with 4 balls inside the urn (two green balls and two blue, for example) numbered with 1, 2, 3 and 4 respectively. To perform, automatically, so many extractions of 2 balls with replacement as desired... (minimum 40 or 50 extractions). But, before starting automatic extractions, formulate your hypothesis about the outcome of the experiment in which we are going to consider the probabilities of two complementary events: that the two extracted balls have the same color or that they have diffrerent colour.

URL: http://2633518-0.web-hosting.es/blog/manipulables/varios/extraernbolas.html

Applets

An applet is a program written in Java and is part of the components of an Internet page. Applets have been used to provide functionality to Internet pages that cannot be satisfied using HTML only. The idea of applets is that they are small enough to provide functionality.

• Some examples of the functionality for which applets are used are:
• Specialized functions, such as applets to calculate the value of the angle inscribed in a circumference and circumcenter of a triangle.
• Show image sequences and add visual effects.
• Show pictures with sounds and add sound effects.
• Allow the presentation of interactive graphics, reacting to actions that are taken with the mouse on the graph.
• Text animations and special effects on them.
• Create diagrams and graphs, such as the classic pie slice graph.
• Simple games.

These applet can be very useful for subjects like mathematics. Researching the web I found a page that offers links to different apples, specializing in primary education.

After the visualization and testing of these, I can determine that they are a great help and I think they are very well created.

I recommend you all to have a look because I think they can be very useful for your students. 

They are very motivating because they use many images and sounds. In addition the current students are very focused on new technologies, so it is a point that we must take advantage in our classroom.

The website is of the Government of the Canary Islands and is divided by cycles, which facilitates the search to the teacher.  It can also be used in other subjects such as English and even physical education.

I'll let you link down here so you can look at it:
http://www3.gobiernodecanarias.org/medusa/ecoescuela/recursoseducativos/category/3er-ciclo-de-primaria/matematicas/page/13/