what kind of learning method do you want to propose to solve the difficulties of many students in math,science

Answer 1

try these:
- music (stimulate the same brain with science).
- outdoor class.
- activities in real live (applied science).
lets say this week will talk about constructor company.
here you can put math, chem, biology (environ), etc.
or let say police life, here you can do calculation in acc, top speed, action=reaction, shortest route, bullet speed/pontential energy, police food, calories, coffe plantation, etc.

just your imagination, cause everyting we see, we feel are science.

Answer 2

For science, try using the inquiry method. It uses a student's natual curoisity to drive his/her own hypothesis.

Answer 3

In math children need more hands-on activities to achieve true understanding on number concepts. Manipulatives are key!

Answer 4

practice practice practice practicepractice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice practice