According to a study, 82 percent students of classes 7 to 10 fear math subject in Indian schools. Only 1 from 10 students looks confident about his/her math doing ability. Working on 1,600 students, the study revealed a rising disconnect between students and their learning of mathematics. End of story. Poor math teaching triggers anxiety and fear among students even as it births deficiencies concerning the subject’s learning.
That we have a huge pool of resourceful mathematics knowing people, secures this subject a prominent position in our educational establishments. And the master’s degree in mathematics is widely acknowledged as a testimony of a teacher’s math doing abilities. This is no longer the case. My two-decade long experience of teaching school students from almost all walks of life, has witnessed that one’s academic credentials and actual math teaching, in most cases, are strange bedfellows. Sounds too hard to swallow?
Notably ninety- five percent math teachers are unable or unwilling to review the utility of the outdated procedures they over-favour in solving math problems or teaching maths. This top-down approach compromises students’ motivation and that for studying this subject — willingness. Thus, their math learning goes south.
What many (math) teachers refuse to accede to is that learning is not taught; it is caught though. A competent teacher fosters a learning environment in a classroom which sparks readiness in learners, enabling them to realize their potential and skills. More importantly, motivating students is an essential element for learning mathematics (or any other subject). Little or no appetite for learning implies anything but all is well with a teacher’s working style although some other constraints cannot be disregarded.
Remarkably, a handful of math teachers epitomize sublime math teaching, inspiring several students to opt for the subject. These teachers, in actual fact, themselves are outstanding learners, underscoring their professional concern and capabilities irrespective of the category (of teachers) they fall under which enriches and elevates their performance aside from coming as a morale booster. Earning them name and fame among the students and people at large, these teachers exemplify dedication and commitment towards their duty. Recently, I fortunately have had some good days with a few great teachers, including of mathematics. All of them were admired by their students for their impactful teaching. I do not think I am one such great teacher.
But there are several teachers wanting in the required teaching expertise. Qualification aside, dozens of math teachers presume that adhering to the outdated procedures of solving mathematical issues, is an ideal pathway to productive learning. This sometimes finds them banking upon inaccessible methods, carrying learning nowhere.
We have hordes of math teachers who force completing one full chapter or half of it in a single classroom interaction. These “educators” are eye finishing the syllabus apace. Whether or not it forwards learning, such teachers appear unconcerned and unmoved. This is — disservice.
It is here the role of the school administration assumes greater significance. The administration can ask these teachers to give precedence to the challenges and issues a learner encounters over the course of life and relate their teaching to his/her real life situations. With this attitude missing in most cases, children fall easy preys to the whims of these teachers (read: task masters). Because of the overextended homework, students back home show signs of depression, frustration, anger and impatience. Thus their learning motivation runs out; the purpose of schooling takes a severe beating.
Demotivated students prefer playing or something else over attending the class or school for long hours. They by and large have no stomach for the teaching by the teacher seeking to overreach with respect to class work and homework. But less on quality learning. This eventually plays fast and loose with the academic achievement by students.
For example, some teachers routinely ask their students to prepare a full chapter or half of it for recitation the next day. Or some teachers run through the syllabi, quickening its early finish. Only in rare cases, a teacher works at a proper pace aligned with every child’s welfare, development and learning curve.
Likewise most teachers, also math teachers, appreciate and encourage only one or two students in the class. It gives hard time to the other students at school and impedes their academic progress. Is every student not special and worthy of a tonic of appreciation— verbal or nonverbal?
A student may fall by the wayside in solving a math question involving the addition/ division operation. Why dub him/her as a slow learner? Or a student cannot memorize or recite some answer. This does not affirm the student’s inability. Judging students in disgusting terms on sheer rote learning violates their right to dignified life. Also their Right to compulsory education.
In majority of cases, teachers’ answer writing capability demands a revisit. Why do several teachers impose lengthy and bombastic answers, especially in case of History, Science, Urdu and Kashmiri subjects for school children? B.Ed degree advises against longish answers. So do educationists and psychologists.
Agreed that we have a reserve of competent math knowing teachers, but we require math- doing teachers. The latter— although a backbone in teaching maths on the ground level— are in chronically short supply. Hence, we see eight out of ten students afraid of the math subject.
Fine is training teachers. It can catalyze math learning if imparted through knowledgeable and effective trainers / teachers selected from schools in light of their academic and experience backgrounds. It is not the obtained but earned B.Ed degree which is paramount for grooming resourceful math teachers for schools. These teachers can be a port in the storm.
(Author is RK Columnist and teacher by profession Feedback: [email protected])
