Does the popular view of maths as being difficult lead to lack of confidence in performing mathematics?
In an insightful article published on 14 October 2017 the blogger ‘Solve My Maths’. He writes about how the popular view of mathematics creates an unrealistic perception of its practitioners that is impossible for anyone to fulfil. He goes on to suggest that it is time to develop a more realistic idea of maths that ‘gives permission’ for anyone who ‘does’ maths to be able to consider themselves a ‘mathematician’ You can read the whole article by clicking the link directly below.
Reading the article by ‘Solve My Maths’ made me wonder if such a change in perception would also improve the confidence of students to ‘do maths’ that so many seem to lack. You can read my response below.
Lack of confidence is not the same as lacking capability
A realistic level of critical awareness of how you can perform a task is a useful talent. It can provide both incentive and a direction to self-improvement. However, taken too far, self-criticism ceases to inspire improvement but actively work against it.
Many students lack confidence in performing mathematics not because they are unskilled or unable to learn but because they underestimate the value of their effort and talent while overestimating that of others. In making this comparison, the student always comes off second best.
Maths isn’t an easy subject, and we have to be realistic how we view it and encourage our students to do likewise. ‘Solve My Maths’ points out in his article – maths is such a vast subject, and nobody can be fully conversant in all it fields. Any attempt by anyone to measure their success against that of others is meaningless and probably counter-productive.
Have you achieved your personal best?
Encourage the student to recognise the value of their skill and not compare it with the skills of others. Not all athletes are capable of world records, but all athletes are capable of personal bests.
On Friday I purchased two textbooks covering the foundation and higher papers of the GCSE Maths 1-9 syllabus. I would like to say I was shocked by the price cost, but to be honest, I wasn’t.
Even with Waterstones running a buy one and buy a second for half-price the combined cost still came to just under thirty quid. On Amazon, each book cost £21.37 with Prime and £17.38 for a used copy through ‘other sellers’ To be fair, these are well-written books with beautifully colourful diagrams and illustrations quite capable of supporting the study of any able and well-motivated students on their own.
A fair charge of just taking the ……….?
Unfortunately, the price charged for textbooks means that only the most well-off can easily afford or even justify buying them. And the same is also true of schools. Like medicine is to the NHS, books are the lifeblood of our education system. Are the prices charged by publisher fair, or are they, like the pharmaceutical companies with the NHS, taking advantage of government policy that in seeking to fragment the provision of education to a point where individual institutions are unable to benefit from the economies of scale to influence the price charged to them? Whatever the reason, the high cost of textbooks harms the education of our children.
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St Olave’s Grammar school in Orpington has reversed its decision to bar students from returning for the second year of their A-level courses if they failed to achieve the schools ‘stringent academic requirements’ at the end of the first year. The climb down was forced on them through a combination of poor publicity, parent complaints and the accompanying threats of legal action. Click the link to the Guardian online for more information on this story.
That this kind of thing goes on will surprise nobody who has any experience of the education system. But we also see the anguish and damage caused to students by the pressure placed on them by education establishments desperate to achieve good grades to the point where they are willing to work against best interests of their students in pursuit of improved league position and positive OFSTED reports.
GCSE result may have kept improving, but do these indicate increasing long-term benefits for student, school or the country as a whole. Should we look again at what it means to have a good pass?
A good pass?
What should we consider a good pass, or, to put it another way, who is the qualification for and what should the qualification tell them, and us, about the student?
For employers, as well as, FE/HE establishments and the student, the qualification must fairly represent the level of skill attained. At the same time it should also provide the student with something to aspire to, something that is truly able to demonstrate to them and others, that effort put into the study was worthwhile. Here, a good pass would be one that reflected the student’s fullest achievement of their potential at that time, while a less than good pass would be a measure of the extent by which the student did not achieve it. From an employer, FE/HE institution or student’s point of view, a good pass is one that adequately reflects the current ability and potential of a candidate. Importantly the student always remains the measure of it.
Testing the school, not the student
But this all changes when national qualifications, such as GCSEs and A-levels, are no longer used just to measure the student but make up a significant part of measuring the school. At this point what is considered a ‘good pass,’ is no longer related to the ability or potential of the student but the arbitrary decisions of governments, civil servants, regulating bodies and exam boards. And because of the power and influence of these institutions, it is their definition of a ‘good pass’ that holds sway and affects the way schools teach and behave, directly impacting the well being of their students.
Achieving the unachievable
The pressure exerted both psychologically and through increased workload on students to achieve what the government and the schools themselves consider a ‘good pass’ has never been greater. But while the number of those attaining ‘good grades’ have on average, continued to rise since the introduction of the league tables, other indicators may suggest something else might be going on.
On 6 December 2016, the BBC reported that according to the OECD PISA test, the UK lags behind in global school rankings with maths 27th in the world rankings, its lowest position since 2000 and English in 22nd. Only science has shown recent improvement up to 15th place its highest position since 2006. http://www.bbc.co.uk/news/education-38157811.
2017 is the first time that final exams have been held testing the new 1-9 syllabus in English and Mathematics. We are told they are more rigorous than the previous GCSE introduced in 2010. They will be rolled out across the rest of the curriculum over the coming years. Perhaps they will be better at measuring the real ability of the students taking them. But while they continue also to be used as a way of ranking teaching establishments, a role they are not designed for, many of these institutions will continue to find ways of gaming the system at the expense of their students. Isn’t it time we removed their incentive to do so?
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One of the problems faced by parents and carers of primary school children when helping them with their maths homework is being able to understand and explain some of the ‘new’ techniques now commonly used to teach multiplication and division in primary maths lessons. These teaching methods generally came into use in 1999 with the introduction of the National Numeracy Strategy. I plan to write about the rationale behind the National Numeracy Strategy and how it fits in with the current national curriculum at another time. Now I would like to post this video in response to a question posed by Lee on Facebook. What is chunking?
What is chunking?
Chunking is an informal method of carrying out division based on repeated subtraction. Watch the video below to see how it works.
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