Streamline teacher-training curriculum
Jun 23, 2009
THE fear and dislike for mathematics has remained rooted in our education system for decades. This fear breeds dismal performance and creates a gender stereotype that mathematics is a ‘male’ subject.
FROM THE EDITOR
THE fear and dislike for mathematics has remained rooted in our education system for decades. This fear breeds dismal performance and creates a gender stereotype that mathematics is a ‘male’ subject.
It should be understood that the fear of mathematics is a vicious cycle that needs to be broken at the foundational levels. Children should be helped to appreciate mathematics not as an abstract, but a practical subject.
They should be helped to grasp problem-solving skills, communicating mathematical ideas and relating mathematics to reality. Mastering a formula and knowing how and where to apply it are different.
Replacing fear with love might be difficult in an environment where most math teachers have built a reputation of hostility and terror. It calls for not just a change in teaching methods, but a lasting change in child-teacher relationships.
This change can only have lasting effects if implemented at teacher training levels. A good professional training must be focused not generalised. It is high time the education ministry streamlined the primary teacher-training curriculum to allow for specialisation in two teaching subjects.
This will help teacher trainees to be more skilled at content delivery and not just become jacks of all trades.
THE fear and dislike for mathematics has remained rooted in our education system for decades. This fear breeds dismal performance and creates a gender stereotype that mathematics is a ‘male’ subject.
It should be understood that the fear of mathematics is a vicious cycle that needs to be broken at the foundational levels. Children should be helped to appreciate mathematics not as an abstract, but a practical subject.
They should be helped to grasp problem-solving skills, communicating mathematical ideas and relating mathematics to reality. Mastering a formula and knowing how and where to apply it are different.
Replacing fear with love might be difficult in an environment where most math teachers have built a reputation of hostility and terror. It calls for not just a change in teaching methods, but a lasting change in child-teacher relationships.
This change can only have lasting effects if implemented at teacher training levels. A good professional training must be focused not generalised. It is high time the education ministry streamlined the primary teacher-training curriculum to allow for specialisation in two teaching subjects.
This will help teacher trainees to be more skilled at content delivery and not just become jacks of all trades.