Mathematics Teachers 'Telling It Like It Is'

Y

2

Foreign Countries; Mathematics Teachers; Teacher Attitudes; Advocacy; Educational Change; Models; Primary Education; Computation; Coding; Automation; Accuracy; Failure; Learning Processes; Mathematics Education; Educational Improvement; Specialists; Intervention; Elementary School Mathematics; Secondary School Mathematics

0045-0685

The authors of this article strongly advocate for a change to the current Australian model of primary education in order to, among other things, establish the concrete practicalities of systematic mathematics thinking thereby limiting the "re-teaching" time required of secondary school mathematics teachers; bring a clear focus to the continuum of learning associated with mathematical capabilities; create a culture in which students are ready for, and receptive to, the cognitive challenges of deep learning; and minimize "mistake anxiety" associated with the lack of foundational skills, therefore increasing the motivation to attempt conceptually difficult subject matter. To support this position, the authors look more closely at the introduction of coding, a global trend that recognizes the increased demand for task automation and accuracy, into the curriculum across key learning areas. They also assert that both teachers and students need to embrace failure and recognize that in these moments there are invaluable opportunities to learn. They conclude that ultimately, improving education in mathematics is multifaceted (and not without challenges), and necessitates the skills of specialist teachers to work with students from a much younger age than is currently occurring. Simply, the commencement of secondary school is often too late for specialist intervention.

ERIC

2017

EJ1137670