1. Math problems can be solved in different ways. Although most math problems have only one
answer, there may be many ways to arrive at that answer. Learning math is more than finding
the correct answer; it's also a process of discovering how to arrive at answers, solving
problems, and applying what you've learned to new problems.
2. Wrong answers can sometimes be useful. Accuracy is always important in math. However,
sometimes you can use a wrong answer to help your child to figure out why he/she made a
mistake. Analyzing wrong answers can help your child to understand the concepts underlying the
problem and to learn to apply reasoning skills to arrive at the correct answer.
Ask your child to explain how he/she solved a math problem. His/her explanation might help you
discover if he/she needs help with number skills or with the concepts involved in solving the
problem.
3. Take risks! Help your child to be a risk taker. Help him/her to see the value of trying to
solve a problem, even if it's difficult. Give your child time to explore different approaches
to solving a problem. As he/she works, encourage him/her to talk about his/her thinking. This
will help your child to strengthen math skills and to become an independent thinker and problem
solver.
4. Being able to do mathematics in your head is important. Math isn't restricted to
paper/pencil activities. Doing math "in your head" is a valuable skill that comes in handy as
we make quick calculations of costs in stores, restaurants or gas stations.
5. It's sometimes OK to use a calculator to solve math problems. Calculators are widely used
today. Knowing how to use them correctly is very important. However, calculators should not
be used as an excuse for failing to learn basic math operations. Children need to learn whether
the answer displayed on a calculator is reasonable. Children need a strong grounding in math
operations to make use of a calculator.
*Adapted from: Helping Your Child Learn Mathematics: No Child Left Behind, U.S. Dept of
Eductaion, Office of Intergovernmental and Interagency Affairs, 2004