Maths Education

The main goal of mathematics education is the mathematisation of the child’s thinking.

Clarity of thought and pursuing assumptions to logical conclusions is central to the mathematical enterprise. There are many ways of thinking, and the kind of thinking one learns in mathematics is an ability to handle abstractions and an approach to problem solving. Universalization of schooling has important implications for mathematics curriculum.

Mathematics being a compulsory subject of study, access to quality mathematics education is every child’s right. I want mathematics education that is affordable to every child, and at the same time, enjoyable. Mathematics education at the elementary stage should help children prepare for the challenges they face further in life.

In my vision, school mathematics takes place in a situation where: (1) Children learn to enjoy mathematics, (2) Children learn important mathematics, (3) Mathematics is a part of children’s life experience which they talk about, (4) Children pose and solve meaningful problems, (5) Children use abstractions to perceive relationships and structure, (6) Children understand the basic structure of mathematics and (7) Teachers expect to engage every child in class.

On the other hand, mathematics education in our schools is beset with problems. We identify the following core areas of concern: (a) A sense of fear and failure regarding mathematics among a majority of children, (b) A curriculum that disappoints both a talented minority as well as the non-participating majority at the same time, (c) Crude methods of assessment that encourage perception of mathematics as mechanical computation, and (d) Lack of teacher preparation and support in the teaching of mathematics. Systemic problems further aggravate the situation, in the sense that structures of social discrimination get reflected in mathematics education as well. The analysis of these problems lead us to recommend: (a) Shifting the focus of mathematics education from achieving ‘narrow’ goals to ‘higher’ goals, (b) Engaging every student with a sense of success, while at the same time offering conceptual challenges to the emerging mathematician,(c) Changing modes of assessment to examine students’ mathematization abilities rather than procedural knowledge, and (d) Enriching teachers with a variety of mathematical resources.

The shift in focus I propose is from mathematical content to mathematical learning environments, where a whole range of processes take precedence: formal problem solving, use of heuristics, estimation and approximation, optimisation, use of patterns, visualisation, representation, reasoning and proof, making connections, mathematical communication. Giving importance to these processes also helps in removing fear of mathematics from children’s minds.

I have twelve years of experience, at School level as teacher of Mathematics and in content development field. Now, I want to use the experience of mine in constructive manner by joining an educational organisation of repute as yours. I am confident that my combination of practical work experience and solid educational experience has prepared me for making an immediate contribution to your organisation. Having interned with a leading university in the public education field, I understand the level of professionalism and communication required for long-term success in this field. My background and professional approach to teaching will provide your organisation, a highly productive addition for your development program.

What I can bring is my experience of work in the field of Diagnostic assessment in Maths. Mathematics educators have always focused on assessment of student learning, carefully assessing what students have learned through chapter tests, semester tests, district tests, state tests, and norm - referenced standardized tests, just to name a few. Assessment for student learning is only effective if it is diagnostic—guiding and supporting teachers in customizing instruction for individual student needs—and provides direct and systematic interventions when the results of on going diagnostic assessments call for them.

A comprehensive system of intervention not only diagnoses problems, but also prescribes and provides the instructional materials teachers need to address students’ needs. Once students enter a unit or chapter of instruction , periodic, quick and diagnostic assessments that immediately identify learning gaps and that are linked to systematic interventions are essential to keep students on grade level; to ensure mastery of concepts, skills, and problem solving; to help students meet state and district standards; and to help students perform well on state assessments.

To ensure access to the standards for all students, classroom instruction is no longer sufficient. Effective mathematics programs now must also include a comprehensive diagnostic assessment and intervention system to keep students on grade level by supporting student mastery of skills, conceptual understanding, and problem solving. Equity in mathematics education requires nothing less. Diagnosis is an integral part of instructional decision-making. As the bridge between identification of students who may be at-risk for failure and delivery of carefully designed supplemental interventions, diagnosis provides valuable information about students’ persistent misconceptions in the targeted domain.

Making sure that there is a good “fit” between intended learning outcomes, assessment formats, and class activities/assignments is a matter of “curricular alignment.” Unless all three elements are properly aligned—outcomes, assessment, instructional format—the intended student learning outcomes, very likely, are never achieved.

That’s why the development of learning outcomes alone is insufficient, unless they are accompanied by a course design guaranteeing that these outcomes are systematically reinforced at all levels of the course.