RU
Mathematics has always been a source for understanding the world for humankind. In the last two thousand and five hundred years, the history of mathematical education has seen great changes in curriculum content and in the manner of teaching this subject. The English National Curriculum, a system set up in 1989 to ensure a set standard of teaching and learning is implemented across schools who use it, understands that mathematics acts as one of three key components that all children should have a confident knowledge from 2 to 16 years of age.
There are those who often fear maths at a young age, but like Travers, sited in Chen (2011), I believe that ‘Mathematics is useful, mathematics is beautiful, and mathematics disciplines the mind’. Maths helps people solve problems, think critically and satisfy the needs for their everyday life. It is impossible to function in society without basic maths skills, whether this is at the shops, in a restaurant or planning their next holiday. It’s possibly the most practical subject every student requires.
There are some people who think maths is just a list of rules and procedures that need to be remembered, but it is a creative process and a way of understanding our world. When presented as a collaborative, problem-solving, engaging and stimulating activity appropriate to real life, more pupils avoid joining the groups of people who “hate” or simply misunderstand maths.
Whilst the basic maths needed to survive in the big wide world should have been acquired by the end of Year 6, meaning many secondary school pupils believe the maths they are doing doesn’t seem very useful in their lives, advanced levels are needed in such professions as scientist, engineer, accountant and so many others. Maths is necessary in sports, where an understanding of probability and statistics generates tactical ideas for managers and informs players of where their strengths and weaknesses are. The weather forecaster on television must be able to interpret percentages and graphs or statistical reports to make sure their information is pertinent.
The learning process should never be an obligation for pupils; it should be about a desire to learn. Education should teach students how to value, pursue and love knowledge and learning. What we do at ISSPb is a very important long-life process which helps our pupils understand, organise and apply what they have learnt in order to work with scenarios and questions that arise in their everyday life.
This is why studying GCSE and A-level mathematics opens a lot of opportunities for gaining better jobs and provides pupils with the relevant knowledge and skills for their future. This means that as maths teachers, we need to remember that maths lessons should be well planned, differentiated (for all abilities) with real life activities where pupils can understand that maths is integral for their future occupation, university degree or simply in everyday life.
Alina Pappel, KS3/4 Maths and Physics Teacher
