What can be done to improve attitudes towards maths in Welsh
primary classrooms?
I mean it’s true, when have you ever needed to know or used Algebra
and Pythagoras theory outside the walls of a school classroom? Maths was never
my strongest subject in Primary school and even throughout Secondary. In fact, I
still struggle with maths nowadays and I envy those it comes naturally to. If I
was given KS3 maths questions I probably would struggle to answer them now. However,
I feel if we can change the way we teach maths and change the whole perception
and attitude that children have towards maths we can encourage and change the stereotypical
view that many hold of maths being “Boring”, “Too hard” and “Stupid.”
Children need to be taught maths so of course so we need to have
a positive attitude towards it because it’s a great life skill that we need as
we use maths probably everyday without even knowing that we are. For example,
to tell the time, count and using money to pay for clothes and shopping.
According to Mooney et al (2014) children need to develop a good mathematical
understanding in order to function effectively as members of society. I agree with what Mooney et al says to an extent in terms of life skills that we gain from maths, however, I don't think I would go as far as saying that we all need them in order to function effectively in society as there's many other different skills that effect this not just maths. Children and even adults who struggle with maths may read that and create an assumption that they will not or do function well in society because they aren't good at maths.
I feel the reason why so many children struggle and hate the
thought of maths is because so many of them are scared to make mistakes as they
hate being wrong or feel embarrassed because they’ve got it wrong. To me, something
that we should improve upon when it comes to the attitudes of maths in Primary
schools is actually encouraging children to try a question without worrying
about mistakes as when it comes to learning mistakes are far more beneficial
than always being right. For example, just because you got the answer wrong the
first time doesn’t mean you will the second. I feel mistakes allow greater
understanding as it allows you to step back and learn where you went wrong and
what to change next time so it becomes memorable and allows you to be more
confident the next time you’re forced to face a question like that.
Studies have shown that the parents who are knowledgeable,
aware and more involved with their wards, bring up their children having a more
positive school attitude and a better academic performance (Epstein, 1992, as
cited in Anthony & Walshaw, 2007). Parental influence can also have a massive
effect on their child’s attitude towards maths, especially if they had a negative
experience in school. According to one study, researchers found that when
mothers told their daughters they were not good at maths in school, their
daughters achievements declined almost immediately (Eccles and Jacobs, 1986). Therefore,
parents must be more aware about the attitudes they give off to their children
about maths as it may affect their child’s attitudes towards it within the classroom,
so starting with the parent’s attitudes to make them more beneficial regardless
of their own personal experience may benefit the child as according to
Parsons and Alder (1982) children’s attitude towards mathematics is affected by
their home environment.
I also feel a massive improvement would be and many schools
have started to do it, is making parents more involved with their child’s
school work through the use of apps that parents can download and be notified on
their phones. I feel it would be better if all schools would introduce this so
they can inform parents of what their child is learning in their subjects like
maths for example so they can be more involved and helpful at home when it
comes to homework. There’s great websites such as ‘mymaths’ for example, which
allows children to log on and have their own profile where they can complete different
tasks and play maths games. Again, engaging and enjoyable at the same time.
I also feel that attitudes towards maths can be massively
improved by the attitudes portrayed by the teachers. Many teachers lack passion
towards their teaching when it comes to maths and may even label and make it clear
the children who can and can’t do maths as well as not allowing opportunities and
discouraging children from making mistakes (Boaler,2009). To me, that isn't fair and is a reasonable explanation for why many children feel discouraged from learning maths. I feel children may
benefit massively from mini engaging mathematical challenges whether its to
start the day or to start the maths lesson. There are many apps today that
could help change children’s attitudes towards maths as they can focus on children’s
interests while enforcing maths. For example, the app ‘Morfo’ allows you to
take a photo of a face and make it talk using your own voice. This could be a
fun way to get children excited and engaged about maths. This could especially
be effective if there are certain learners who struggle or refuse to engage in maths
as you could take something they’re interested in like football for example and
use their favourite player to record and ask them a maths question. That way
your taking their interests into account in order to get them engaged and
interested in what’s going on as they may find it more fun and encouraging in
comparison to a question on a piece of paper or board.
Therefore, I feel in order to improve the attitudes towards
maths in Primary schools we should start with the attitudes of higher influences
and role models such as parents and the teachers as their attitudes and
behaviours have massive consequences on a child’s perception and outcomes, especially
when it comes to making mistakes. We should encourage them not bury them.
“The greatest mistake you can make in life is to be continually fearing you will make one.” (Elbert Hubbard, 1927).
“The greatest mistake you can make in life is to be continually fearing you will make one.” (Elbert Hubbard, 1927).
Here is a video example of how to use morfo. Please click.
Anthony. G and M. Walshaw. Effective pedagogy in mathematics
/ Pangarau. Wellington, NZ: Ministry of Education. 2007.
Boaler. J (2009) The Elephant in the classroom. Helping
Children learn and love maths. London: Souvenir press.
Eccles,J., &Jacobs, J. (1986). Social Forces Shape Math
Attitudes and Performance. Signs. 11 (2), 267-380.
Parsons. J. T. F.
Adler and C. M. Kaczala, Socialization of achievement attitudes and beliefs:
Parental influences. Child Development, 53, 322– 339. 1982.
Mooney.C.,Briggs,M., Hansen, A., Mcullouch.J., Fletcher.M. (2014)
Primary Mathematics Teaching theory and practise. Los Angeles:Sage.
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