Children with international backgrounds often face challenges in school, especially with math word problems. Even if they are good at calculations, they may find it difficult to understand and formulate equations from text. This situation underscores the need for educational support.
Generally, children start recognizing characters around the age of 4 to 6. In a bilingual environment involving English and Japanese, they will learn Hiragana, Katakana, and the alphabet. Hiragana and Katakana each have 46 characters, and the alphabet has 26 letters. Additionally, Hiragana and Katakana include voiced sounds (20 sounds), semi-voiced sounds (5 sounds), and contracted sounds (21 sounds). According to phonics teaching methods, the alphabet consists of approximately 44 sounds, including vowels, diphthongs, and consonants. It takes time to visually recognize these characters, understand their grammar, and be able to write them.
Some children with international roots tend to take an interest in numbers. Unlike letters, numbers are composed of combinations from 1 to 9, and calculations involve symbols like “+” and “-“. For these children, numbers and calculations might seem less burdensome and easier to tackle. However, when they start elementary school, they begin to face math word problems.
Many children with international backgrounds struggle with math word problems. They can perform calculations, but they develop a discomfort with word problems. Let’s look in detail at why they struggle with math word problems:
- The text is too difficult to read or understand.
- The text is too long to read through to the end.
- They can read the text aloud as sound, but they cannot formalize it. They don’t understand what is being asked.
- They cannot logically organize the information from the text.
In cases 1 and 2, support in learning Japanese may be necessary. Additionally, reading word problems aloud can be effective. Parents can help by reading the problem text, digesting the content, simplifying it, and assisting in setting up equations.
In cases 3 and 4, using concrete objects can be effective. Using small objects like counters or figurines can be helpful, especially figurines with faces, favorite candies, or fruits like grapes that can be shared with the family. Consider translating these into educational moments that extend from daily life or play.
Interactions through workbooks and drills on paper can lack a sense of reality and make it difficult to visualize. Using hands and engaging in activities, such as counting how many candies A and B have together, helps children understand what is being asked.
If you need support, or if you would like someone to oversee home study, please contact CCK Academy.