LETTER OF THE DAY - Get kids to love math
Published:Wednesday | August 29, 2012 | 12:00 AM
THE EDITOR, Sir:
The performance in Caribbean Secondary Education Certificate (CSEC mathematics continues to be woefully undesirable. For many years, I have been conducting private math classes, particularly at the CSEC level, teaching students from various top-class high schools across the Corporate Area.
From my observations, I infer that the reason for such poor performance in math is simply because the teachers fail to deliver effectively and efficiently at the foundational level, which is most crucial. This is so regrettable!
There is absolutely no doubt that if a building is erected on poor foundation, it is most likely to collapse in the event of the slightest disaster. A comprehensive knowledge of directed numbers is, basically, the foundation of mathematics. Whenever I ask a grade 10 or 11 student, "Have you done directed numbers?", the quick response is, "Yes, Sir! We completed that from grade 8 (or 9), but our major problems lie within the region of vectors, matrices, trigonometry, simultaneous/quadratic equations and others."
I have a very simple diagnostic test in 'directed numbers' which I give to every student who joins my class. To my greatest surprise, 95 per cent of the time, they are unable to give the correct answer. A simple example is: Evaluate -5 + 15 -(-6 + 8) + 65 x -4.
My question is, if a student cannot handle 'directed numbers', how will he be able to find the sum or product of two vectors or matrices? How will he handle his signs when factorising or solving an equation which requires transposition or changing the subject of a formula?
Based on the preceding, the strategy that I employ is for everyone to start from scratch, i.e., teaching them all about numbers (positive/negative) and how to explore and manipulate them.
As soon as I am satisfied with their achievement, I start with the other things that they claimed they had problems with. At this stage, what I discovered is that if I am not alert and very careful, I may very well look like the student, seeing that they are now able to handle numbers and signs effectively.
It's really amazing to see the simple problems that the teachers fail to address, causing our brilliant students to become turned off from a vitally important subject like mathematics.
Finally, I want to use this opportunity to implore the math teachers to set up a good foundation before trying to stuff up students' heads with the so-called tough work. Try it! It may very well work, because that strategy yields me good results.
VILMORE STEELE