Abstract
Up to general education level, mathematics is a compulsory subject but is often considered a difficult subject. The paper high-lights the main reason for such a notion is the faulty method of teaching mathematics. There is a need to improve quality of mathematical education at the school level and provide a feeling of success in mathematics learning to most children, thereby affecting a shift towards coupling quality and equity.
Introduction
Mathematics is an important part of general education up to grade ten. Further, it is quite evident now that the society is becoming more and more technological and the work-places too need manpower with sound mathematical skills and competence.
Furthermore, mathematics curriculum keeps on getting revised from time to time. For example, in the sixties, there was a wave of modern mathematics. Currently, the experts are talking about mathematical laboratory experiences to be imparted at the school level. Despite the curriculum reforms from to time, the state of teaching mathematics in out schools draws the flake and dissatisfaction from the academician and students.
It is reported that the rate of failure of students in mathematics is considerably higher and more so of girls in general. The way mathematics is presented to school children, many of them find it a difficult and dry subject. The national bodies like the NCERT (1998) and teacher associations like AMTI (2006) make efforts to improve the scene of mathematics teaching by organizing trainings, workshops, seminars, bringing out journals, producing resource material, conducting mathematical Olympiads etc. But ultimately, the onus of improving the quality of teaching mathematics lies on the individual teacher.
The objectives: Guide-Posts for Instructional Teaching Quality
First thing for the teacher is to be aware of the objectives of teaching mathematics. The objectives should be discussed thoroughly at the teachers’ level and revisited from time to time to evaluate the standard of teaching and make corrective actions to measure up to the intended objectives.
It is envisaged (NCERT, 1998) that at end of secondary school stage of education, the children should be able to fulfill the following objectives due to the efforts of mathematics teachers (See Exhibit-1).
EXHIBIT-1
The important objectives of teaching mathematics leading to acquisition of mathematical competencies
¬ A knowledge and understanding of the terms, concepts, principles, processes and symbols;
¬ A mastery of computational and other fundamental processes that are required in daily life and for continued learning of mathematics at higher level;
¬ A reasonably well-developed skills of drawing, measuring, estimating and demonstrating;
¬ A well-developed ability to think, reason, analyze and articulate logically;
¬ An appreciation of the strength and beauty of mathematics;
¬ An ability to apply mathematical knowledge and skills to solve daily life problems as well as those of allied areas requiring use of mathematics;
¬ Acquired skills to work with modern technological devices like scientific calculators and computers.
The second important thing to be done by the teacher is to critically review the textbook and know its limitations enabling him or her to prepare the teaching aids for use with appropriate teaching methodology so that its classroom transaction becomes pedagogically sound. There is a need for teachers to clearly visualize mathematical instruction to educate children to think logically and articulate the mathematical concepts. As NCERT (1988) puts it, “Apart from being a specific subject, it should be treated a concomitant to any subject involving analysis and reasoning.” In other words, while teaching mathematics, the teacher must establish also the cross-curricular linkages of mathematics.
Equity in Mathematics Learning
A majority of researches (UNESCO, 1979) squarely point out that the poor performance of children in mathematics and lack of interest in it is due to inappropriate classroom environment and methods of teaching mathematics which are rules – and – drill oriented.
The general education up to grade ten is considered now education-for-all, which means it should be imparted as an education of comparable quality for all students irrespective of their socio-geographical, socio-economic and gender differences. All students at the school stage should be provided with the essential conditions for effective learning and feeling of success in mathematics. This requires that specific measures be taken at the level of institutions and individual teachers so that mathematics education of satisfactory quality gets imparted to all students.
Instructional Package
To improve the quality of mathematics education it being suggest by many mathematics educators that instead of teacher relying on a single textbook, his of her kit must include supplementary problem book, question bank, work book, enrichment material, teachers’ handbook, and teaching aids like models, charts, films and equipments. A proper in-service training with a follow-up and support system is a must for teachers to keep focus on the quality of mathematics education and proper use of the learning package. This aspect of building quality and equity in mathematics education needs to be institutionalized at the school level itself.
Students Evaluation: A Quality Tool
Another important aspect of teacher’s responsibility is the student evaluation. Some educators feel that system of evaluation also affects the teaching approaches. It is required that all periodic tests and home examinations in mathematics should have proper test papers made scientifically with rational blue-prints. In mathematics, making good and reliable test-items is much simpler as compared to other subjects. All these tests should be linked with criterion-referencing, remedial measures and corrective instruction so that evaluation becomes an integral part of learning continuum and a tool for quality control.
References
1. AMTI (2006). Report of 40th annual conference, Mathematics Teacher, 41.
2. NCERT (1998). In-service education package for upper-primary and secondary teachers, New Delhi: National Council of Educational Research and Training.
3. UNESCO (1979). New trends in mathematics teaching, Paris: UNESCO.
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