Mathematics is a body of knowledge that is continuously growing in response to social situations. It is a significant human activity that reveals an answer dictated by the existence of man. In all social and cultural activities mathematics is always there. We always feel its great role in our society. However, mathematics teachers find themselves in a routine, resulting to students who find it as a collection of rules and formulas. This in return, resulted to indifference to mathematics subject. It is considered by many as a dreaded subject; hence, various motivational strategies were utilized to make the students grasp the concept, context and content of mathematics. While a mathematics teacher fully knows well that it is imperative that his or her room must be well-managed , thus, inspiring to the students. It is a revelation that students show up with a variety of motivation, such as the fully active learners, the responsible students, the half-hearted workers and the work- avoiders. Some teachers though, those we might call as great teachers, don’t stop to look for some strategies that will make the students move to motivated levels. They are the teachers who are able to inspire students to work harder . One motivational strategy found to be effective that makes students to be active learners is teaching mathematics through the use of literary text as springboard. It can be any literary genre: a poem, a legend, a folktale, a story or even excerpts from novels. You can begin your lesson by saying, “ Class, we shall discuss a lot of material in this class and you will learn a lot. It is important that you enjoy while you learn. I want us to work together and find ways in making the class to tune in to mathematics by using literary articles. If you get involve, you will be satisfied, you will want to come here everyday. Let’s get started: the teacher plays the cassette recorder with a storyteller narrating the story ; for example the story, “The Baker’s Dozen.” After listening to that particular story for two times, the teacher poses a thought-provoking question to the class, e.g.: Why did the author gave the title The Baker’s Dozen ? the teacher tells the student to have their own notes in answering the question. The teacher should ask with confidence expecting all students to follow the directions. Do not be concerned if some students do nothing at first rely on the flow of the action to eventually capture all students attention. There are various literary text that have mathematics content. The teacher must only be resourceful for a more creative classroom. Using literature as springboard in mathematics class will surely make a big difference.
By: RONALDO A. PUNLA | Teacher I | Magsaysay National High School | Dinalupihan, Bataan
