Does maths deserve its time

Even Einstein worried that modern schooling had the potential to destroy the joy of learning. What is about maths that makes it worth keeping in our curriculum? Why are so many students 'turned off' mathematics? Are we using maths time wisely?


I am no expert in mathematics. I retain within me negative attitudes towards the subject gained from my schooling that stay with me to this day. There must be countless other adults who have similar feelings about school maths.

For all this the place of mathematics is rarely questioned.

As we enter the 21stC schools ought to be reflecting about the attributes and disposition that they want all students to gain from their school experiences. This surely is what is being asked with the introduction of the 'new' New Zealand Curriculum?

All learning experiences need to be judged as to how they contribute to the overall vision of education that each school is being asked to define for itself to suit the needs and talents of their students.

All too often, however, how time is assigned to various subject areas remains unquestioned. Long after the Industrial Age has past, with its need for an elite of clerical workers, the Victorian 'three Rs' still remain central to learning. For those who failed in those days there were plenty of low skilled jobs available. This situation no longer exits. All students now need to gain success from their schooling.

Future students face an ever changing unpredictable complex world that will require new sets of attitudes - or key competencies as defined in the NZC.

As educationalist Guy CLaxton writes 'learnacy' ( or 'learning power') will be more important than traditional literacy and numeracy.

Looking around schools little has really changed. Literacy and numeracy still rule supreme and little time is left to introduce a range of rich learning experiences needed to provide contexts to develop future 'learning power'.

It seems only an outsider can see that the Emperor has no clothes because those in the system have no inclination to challenge the assumptions about how time is apportioned nor the the 'messages' that such an uneven approach gives to their students.

Mathematics ( leaving literacy aside ) seems to have claimed an unassailable place, as of right, in the daily timetable. But, according to Guy Claxton, 'its warrant is under scrutiny'. As the core purpose of education is being contested, he writes, 'powerful new models of teaching and learning are being proposed, and mathematics is in need of a new rational'.

He provides three challenges about the place of mathematics.

First it is not clear that much of mathematics is as directly useful as it has traditionally claimed to be. Many people, he writes, lead happy and successful lives with only basic maths. Research indicates that many people learn what they need through experience or need ( to play darts in the pub). Other research shows that children with a 'playful exploratory approach' to maths develop confidence in the future to involve themselves in more abstract maths later in life. If students are 'turned off' maths them they withdraw from future maths experiences.It seems many students, when faced up to a maths problem, give themselves a few seconds and then give up.

The message for teachers is to find ways to make maths fun and to teach maths in rich meaningful contexts. Less maths done well may mean deeper lasting understanding; much of what is currently taught is soon forgotten if not used regularly in meaningful situations.

Perhaps doing fewer things well would be a valuable idea as would, integrating maths in other areas of learning and defining what aspects of maths ought to be in place at any level, if positive attitudes are to be retained. If teachers focus on introducing fun exploratory maths then time can be reduced and used for other neglected learning areas such as science ? Seymour Papert , the computer educationalist, believes all maths( and science) should be applied.

A good idea is to make it clear when they are doing 'practice maths' and when they are doing real maths - applying it in real situations so they understand what maths is.

The second point Claxton makes is that their is no evidence to the claim that maths provides valuable generic training of the mind ( an argument once used for Latin). To achieve 'transfer' teachers have to highlight where and why maths is used in other problem solving situations.

The third point made is that there is no reason that maths should retain its central role in the school day. The worldview that sees mathematics as so central to learning is archaic.

Teachers need to be alert to see the maths potential in any learning experience including exploring the maths potential of the natural and man made environment.

The best maths, or any learning, is 'just in time' learning, rather 'than just in case', where the need to learn the maths required to solve a worthwhile task is obvious. During such learning students are able to construct their own meanings making what is learnt 'stick' in their brains available for future use; it seems it is a matter of 'use it or lose it'.

In such a classroom the boundaries between the traditional 'disciplines' becomes increasingly permeable. Mathematics becomes a valuable learning tool to solve problems.

According to Claxton, the the fixation of intelligence with literacy and numeracy has been shattered beyond repair. 'Learnacy', the desire to continue learning, is the real issue.

The important issue is to develop the positive appropriate habits of mind - the key competencies of the NZC. It is such attributes that schools should be focusing on achieving. To achieve such a vision will mean 'disrupting' current ways of assigning time to such areas such as mathematics.

Everybody ought to get a feel for mathematics and have the necessary skills and attitudes to make use of maths as necessary. No one is arguing that maths needs to replaced just redefined to suit the 21stC. Many mathematical topics are themselves ideal means to develop future dispositions as well as being embedded into other learning are problems.

Thankfully there have always been educationalists who have seen mathematics as creative and aesthetic and practical to provide resources and guidance. As well there are many creative teachers who have aways seem maths as both a creative learning area in its own sake and who integrate it creativity in the learning problem that provide the learning 'energy' of their classrooms.

Maths in this sense is creativity in action.