What is maths for?
Rather than dwell on the state of mathematics, the distinguished panel of university and teacher training mathematicians (NZ Herald, February 2) might ask "what is the end of mathematics?"
What is the purpose of teaching mathematics to students in schools? The status quo in mathematics education has
taken it to the place where it is now. A re-think is needed.
A group of engineers, medical experts, the business community, digital technologists, the construction community, and others involved in teaching applied and technical subjects would be able to talk about the uses to which they put mathematics.
The maths experts can then focus on the pathways to success for school students by their understanding of the applications of mathematics. At appropriate levels, students can grasp these and be excited.
Too much schooling is for no obvious reason for too many students. And of course, we need students who succeed at the university level in mathematics – that might be an important reason for learning maths - but it is unlikely to be the main purpose for its role in the curriculum and the successful education of all students.
Dr Stuart Middleton, Remuera.
Tried formula
In the 1960s, New Zealand was a world leader in education.
Virtually every successive government since then has tinkered. Now the education system is fragmented and, in many cases, caters to the lowest common denominator.
Auckland Grammar is a traditional school that represents what was largely the education system as it was, and which works. The school strongly, and correctly resists any policy to reinvent the wheel, unlike so many others.
The education system should use places like this as the model and then get other schools up to par with what is a successful operation instead of continually experimenting with new ideas.
When I was at school the three key subjects were reading, writing and arithmetic. I would add financial training to the curriculum, which has always been missing.
If a student develops a fear of maths early on then it can be very hard to get on top of. It needs to be properly taught by experienced mathematics teachers who have the ability and passion for the work.
I suspect such people are getting harder to find - particularly so with a broken system. Improvements are acceptable but experimentation is disastrous.
Paul Beck, West Harbour.
Basic failing
If the NZ Herald were to dredge through countless letters to the editor over the past 15 years or so, many readers have alerted the Ministry of Education to the continuous dropping standards of maths achievement in our schools, particularly in the primary sector.
Without basic facts and basic processes as the foundation of maths knowledge no other skills can be adequately achieved. Mastering basic facts and basic processes give all students an element of success; it's good old fashioned, no nonsense numbers.
Paper-pencil-hand-arm-brain is the necessary pathway to maths. Chuck out all devices, (other than scientific calculators at higher levels, of course). Devices impede development and understanding because they lack the necessary pathway. Even the flickering screen is an impediment to learning.
The Ministry of Education needs to monitor the number of lower decile schools being gulled into the purchase of online maths programmes.
Better late than never I suppose… but even now, the ministry is mumbling and unapologetic about its inadequacy at addressing this enormous deficit in young NZers' maths education.
Heather Mackay, Kerikeri.
Three factors
We do not need another panel of experts because years of underperformance highlight clearly where the problems lie. Firstly, we have teachers who can't teach, in this case maths, but somehow are supposedly "great facilitators" of learning experiences in the classroom. Secondly, the NZ Curriculum Statement of 2007 is sparse on actual content and makes "experiences" central to teaching rather than knowledge and skills. To cap it all off, we have a woefully inadequate teacher training and recruitment programme.
Shane Kennedy, Wattle Downs.
Failures missed
What is the point of having a body like the Education Review Office if it can't recognise difficulties in the education system? Recently reported steadily declining results over the 30 years since ERO was established indicate a systemic failure of the ERO.
That office clearly missed failures in national standards, reading and mathematics teaching and teacher training and development.
Perhaps the millions saved by abolishing this catastrophic failure of a bureaucracy could be invested in a central advisory service and perhaps teacher training colleges.
Roger Young, Opua.
