Evaluation of Mathematics Curriculum

Evaluation of Mathematics CurriculumThe question, Why Teach Mathematics? as put forward by Ernest (2000), is one without a straightforward solving. Ernest (2000) outlines many difficulties which must be over herald if math is to be taught effectively, namely the wide-ranging and convoluted aims of school maths (Ernest 2000, 7). The debate hold backs to rage in the columns of the broadsheets, as to whether the mathematics teaching in this country is effective and indeed whether or not it meets the inevitably of an increasingly complex society. Further more than, as propounded by Ernest (2000), should the learners themselves be allowed to opt in or out of mathematics learning by choice?The first income tax return to be discussed is the mathematics computer programme itself. Ernest (2000) recognises four main aims for school mathematics and, therefore, the curriculum1 To reproduce mathematical skill and knowledge-based capability2 To climb creative capabilities in mathematics3 To develop empowering mathematical capabilities and a critical discernment ofthe social applications and uses of mathematics4 To develop an inner appreciation of mathematics its big ideas and nature(Ernest 2000, 7)These four aims represent the need for a demanding and comprehensive curriculum. The mathematics curriculum has undergone radical changes in recent years, most notably with the introduction of the National Numeracy Strategy in 1998 (DfES 1998). This was followed in 2006 by the renewed Primary Framework for Mathematics (DfES 2006), its aim to support and increase all childrens access to excellent teaching, leading to exciting and successful learning, (DfES 2006, 1). Throughout the new framework there seems to be an increased stress on problem resolve (using and applying) and calculating skills, seemingly in accord with Ernests views on the matter, particularly in terms of growing creative abilities in mathematics. The renewed framework for mathematics places increasin g importance on developing practical skills and, providing real experiences, context and meaning, (DfES 2006, 13), seemingly in line with Ernests views.Consequently, it would seem that the current mathematics curriculum is headed in the right direction. Indeed current classroom practise is a far cry from the traditional mathematics lessons of the past. Teachers atomic number 18 encouraged to think of the needs of all their learners through using a variety of antithetical interactive teaching strategies. Children are challenged and supported to make progress at a separate level. Indeed classroom practitioners are expected to include sophisticated differentiation into their short term planning. This should surely mean that the standard of mathematics within schools is improving. This would to a fault seemingly be at odds with the vestige put forward by Ernest when he asks, should the same curriculum be followed by all? (Ernest 2000, 8). This would fee-tail that if the same curri culum is followed by perpetuallyy pupil, the needs of every pupil are not being met. However, this is not the charge that mathematics should be dealt with in the classroom, as summarised by WainThe degree to which the teacher retains control of what the learnersdo each lesson and the extent to which the learners can choose the next taskvary only typical of all is that learning is individualized to a very great extent,although often within a group setting. Whole-class teaching is, in general,not used, or used sparingly, and each pupil is engaged in a learning processthat is unique to him or her. (Wain 1994, 136)The view that modern teaching methods fool improve the standard of mathematics learning in this country is not, however, the opinion commonly put forward by many of todays journalists. Chris Woodhead of the Sunday time (August 26th 2007) recently reported that an in decent number of pupils are obtaining A*-C grades at GCSE level, despite the fact that pass rates are high er than everLast year 45.8% of students achieved volt A*-C grades including Englishand mathematics in the GCSE examination 54.2% did not. This annualstatistic is one that the government was long reluctant to release. In thatEnglish and maths are of such crucial importance, it is the only statisticthat matters. (Woodhead 2007)These figures would seem to suggest that the teaching of maths in this country, and peradventure the maths curriculum itself is in in many way failing the young people who sit their GCSE mathematics examination every summer. However, A*-C are not the only pass grades, and this figures could, therefore, be construed as misleading. Institutes of further and higher information do seem to place emphasis on successful candidates having the required A*-C grade in mathematics, however, is this the most useful way of assessing how successful an individual will be at higher levels of study, particularly when that individual may not be continuing their mathematics e ducation beyond GCSE level? Indeed Ernest puts forward the idea that, mathematical attainment is mistakenly identified with intelligence and mental power and used to grade and select persons for diverse forms of work, including professional occupations, as well as in terms of suitability for higher education, (Ernest 2000, 8).Consequently it would seem that too much emphasis is placed on achieving desired grades in mathematics at GCSE level. However, the view of employers and those of higher education institutes is unlikely to change until public opinion is revised, after all, Yes 98% of candidates are awarded some sort of grade, but everyone knows that any grade below a C is worthless in the real world, (Woodhead 2007).This argument would seem to lead into another suggestion by Ernest (2000, 8), concerning the viability of the current arrangements for teaching mathematics to five to sixteen year olds in a modern environment, Requiring learners to study mathematics from the age of five to 16 years is less easy to justify if mathematics is not as useful as is often assumed, (Ernest 2000, 8). This could be taken to mean, is mathematics as necessity as we think in order to survive and progress in todays society? It could be proposed that any number of professions, or avenues of employment, do not require the individual to have mathematical knowledge in order for them to execute their duties success in full. Consequently, it could be argued that individuals should be allowed to, opt out altogether, (Ernest 2000, 8), if their chosen locomote path permits it. The difficulty with this route would be deciding at what point in their education the individual should be allowed to opt out of their mathematical instruction.On the other hand Orton (1994, 14) expounds at length on the importance of mathematics in the world todayThe indisputable fact is that mathematics is vital to the keep of satisfactory living standards. It is mathematics which underpins the scienceand engineering that support modern society. It would seem to be alegitimate aim for educators to wish that pupils will come to an understandingof how society works, and this implies an understanding of how mathematics provides support (Orton 1994, 14).Consequently, it could be said that regardless of whether or not we need mathematics for our employment, it is of the essence(p) for survival in the modern world. At its simplest level individuals needs a knowledge of money and monetary systems to survive in todays world, something that is addressed by mathematics teaching. At a more advanced level, as technology advances apace, the individual needs to be equipped to operate it in a variety of different occupations. However, is the mathematics curriculum preparing the individual for this adequately?Another question to be considered as part of this debate is, where does mathematics teaching end, and information and communication technology (ICT) teaching start? There is surely considerab le overlap, and when considering Ortons (1994, 14) point above, this must be taken into account, indeed the teaching of mathematics must have considerable overlap with a number of different subject areas if it is to be effective. This is a view put forward by the renewed mathematics framework, which places emphasis on the importance of, making relate between curriculum subjects and areas of learning, (DfES 2006, 13). Making meaningful links between other subject areas and mathematics could make what is well-read more valuable as it becomes real for the learner.Ernest puts forward the idea that, it is an unhappy learning experience for almost half of the population, (Ernest 2000, 8), referring to the experience of learning mathematics which five to sixteen year olds undergo. This would seem to be supported by current research, which indicates that students are reluctant to carry on their study of mathematics beyond GCSE level. bear upon Richard superhighway of The Royal Society o f Chemistry said in an interview with BBC NewsSchools and students are reluctant to consider A-level mathematics to age18, because the subject is regarded as difficult, and with league tables anduniversity entrance governed by A-level points, easier subjects are taken.(Doctor Richard Pike, BBC news 2007)This would seem to suggest that mathematics at A-level is considered too difficult and insufficiently interesting to tempt students to continue their studies after GCSE level. It too implies that schools and further education institutes are foregoing this more traditional subject in favour of more popular subjects. Doctor Pike also claims that because of this drop in the number of students taking A-Level mathematics, there has been a knock on effect for students wishing to study science at universityIncreasingly, universities are having to mount remedial sessions for incoming science undergraduates because their maths skills are so limited, with many having stopped formal lessons in mathematics two years forward at GCSE level. (Doctor Richard Pike, BBC news 2007)If the fact that students are no longer choosing to take their mathematical studies forward into A-level can have such a knock-on effect on their university studies, surely it could be argued that giving students the opportunity to drop maths earlier in their education could have even greater implications. Pupils need to be fully aware of all implications before making choices about their A-Level studies. It would seem that thought should also be given to making the prospect of studying A-Level mathematics more attractive to both students, and educational establishments.The concept of making mathematics more attractive to the potential A-Level student, takes us back to the discussion we started about the curriculum. It also links into Ernests thoughts on appreciating mathematics for its own sake. He discussed appreciating the social role mathematics plays, and has played in the past, (Ernest 2000, 7 ). Perhaps by incorporating the history of mathematics into pupils education it may give them an increased appreciation of the subject itselfThe appreciation of mathematics as making a unique contribution tohuman culture with modified concepts and a powerful aesthetic of its own,is an aim for school mathematics often neglected by mathematicians andusers of mathematics alike. (Ernest 2000, 7)This would suggest that this aspect of mathematical education would be a valuable addition to the mathematics curriculum. Ernest also says that it would be a mistake to confuse an appreciation of maths with ability, as the two dont necessarily go hand in hand. It is quite possible to develop an appreciation of maths without having an innate ability in the subject (Ernest 2000, 7). Indeed developing an appreciation for mathematics itself, may lead to an increased interest in the subject, consequently this may lead to an improvement in mathematical ability, as interest can be a key factor in child ren making academic progress.In conclusion Ernest (2000) makes a number of interesting points in attempting to answer the question, Why Teach Mathematics? Despite the improvements made to the mathematics curriculum, and the teaching of mathematics, in recent years, there does not seem to have been a sufficient improvement in the number of pupils achieving A*-C grades at GCSE level. There has also been a knock-on effect on the number of pupils taking mathematics at A-Level and beyond, perhaps due to lack of interest, or perhaps due to the difficulty of the subject. Institutes of further education also seem reluctant for their pupils to study mathematics at A-Level. Ernest also puts forward the suggestion that pupils should be permitted to choose to what point they continue their mathematics education, however, this could also have multiple implications. It has been argued that a sound mathematical knowledge is essential for living and working in the world today, despite the fact that many occupations do not necessarily require the individual to have any formal mathematical qualifications. Ultimately a mathematical education would seem to be a necessity for pupils in full time education, however, the way in which it is taught should be constantly reviewed in order for pupils to gain the full benefit of what they have learned. It is the responsibility of educators nationwide to ensure that pupils have a rich and varied mathematical experience, and that they themselves see the importance of teaching mathematics.BibliographyBBC News (2007) www.news.bbc.co.uk/2/hi/uk_news/education/6588695.stm, date accessed 27.08.07DfES (2006) Primary Framework for literacy and mathematics. capital of the United Kingdom Department for Education and Skills.DfES (1998) The National Numeracy Strategy. capital of the United Kingdom Department for Education and Skills.Ernest, Paul (2000) Why Teach Mathematics? in Bramall, S and White, J (Eds) Why Learn Maths? Bedford Way Papers London I nstitute of EducationOrton, Anthony (1994) Aims of Teaching Mathematics in Orton, Anthony and Wain, Geoffrey (eds) Issues in Teaching Mathematics. London Cassell.Wain, Geoffrey (1994) Learning Styles and Teaching Mathematics Towards Open Learning in Orton, Anthony and Wain, Geoffrey (eds) Issues in Teaching Mathematics. London Cassell.Woodhead, Chris. (2007) The GCSEs Failure www.timesonline.co.uk/tol/news/uk/education/article2326707.ece, date accessed 27.08.07