The debate following the launch of the New Zealand Initiative's report on the Numeracy Project (Numeracy project results do not add up: Parata, Northern Advocate, Friday, June 5) prompted me to seek out a study I conducted several years ago, while researching the teaching of primary mathematics in
Patricia Fenton: Maths a vital tool in our world
Subscribe to listen
Math skills are vital to have.
Regular, uninterrupted, well-structured maths lessons should take place frequently. Time should also be allowed for transdisciplinary learning which draws on mathematical applications - such as graphing data gained from researching relevant and significant units of study such as "Reduce, reuse, recycle".
A programme which emphasises mathematical processes enables learners to develop computational skills and competencies while becoming flexible problem solvers and effective communicators. As much as possible, maths should be related to real life.
Children progress through stages of learning in different ways and at different rates. Regular monitoring and assessment using a variety of approaches, guided by progressive performance indicators, is essential. This enables teachers to identify and respond to specific learning needs in ways that are meaningful and developmentally appropriately to individuals and groups.
Teachers in primary schools devote many hours to assessment. The application of assessment data to improve learning outcomes is inconsistent and dependent on a range of complex factors which teachers may have limited control over.
Undoubtedly there are reasons for concern but the real danger now is another pendulum swing. A thorough analysis of what is working well in the teaching of maths is the first step to identifying ways to maximise this potential.
It's encouraging to see Hekia Parata, in response to the report of the New Zealand Initiative, acknowledging the importance of basic mathematical skills but also pointing out the need for students to develop problem-solving and critical-thinking skills. As she says: "In today's world it is not what you know that is important, but how you apply that knowledge that has value."