Of Good Mathematical Learning

Contrary to many students’, parents’ and even fellow teachers’ belief, mathematics is not just about numbers and shapes with routine questions, memorization of facts and formulae, rote procedures followed by specific answer. It goes beyond measurement in gain of student achievement test. I see mathematics as a way of thinking which include thinking, reasoning and communicating, interpreting data, estimation, seeking alternative approaches, all of which are central to problem solving. This translates to what I see mathematics students as being confident and enthusiastic problem solvers who effectively deal with mathematical ideas and mathematical thinking.  

I envision teachers finding the joy in their mathematics teaching as seeing their students authentically and enthusiastically involved in learning, reasoning and communicating and solving problems. By asking good questions, providing good problems, challenging and perhaps even frustrating their students by provoking thought, mathematics teachers increase the probability of developing mathematical thinkers for tomorrow.

Although I mentioned that rote procedures such as the exercising and improving the ability to do math computation do not necessarily equate to true mathematical learning. I know that such skills are necessary for solving mathematical problems. In addition, it is such skills which are quantified in the national examinations and recognized by others namely students, parents, employers and society. This has led to times whereby students only worked to achieve good examination results but mathematics is not well learnt. I often hear of feedbacks on such students by teachers of higher education in the Polytechnics and Junior Colleges.

Personally, I believe that mathematics education is a challenging and yet fulfilling adventure that requires our perseverance and commitment, especially if we are to ensure good mathematical learning, with good achievement in examination results.