Teaching of Maths in Primary Schools Essay Example | Topics and Well Written Essays - 1250 words

Teaching of Maths in Primary Schools - Essay Example Mike Askew et al in their study on effectiveness in the teaching of numeracy isolated three belief systems that were characteristic of the approaches teachers took in teaching numeracy. They were the connectionist, transmission and discovery models. An in-depth look at their respective characteristics, relative merits and overall efficacy is given below. The Connectionist Model: In the words of Askew et al (1997, p.341) it includes "beliefs based around both valuing pupils' methods and teaching effective strategies with an emphasis on establishing connections within mathematics." The stress here is on efficiency as well as effectiveness. The keyword is "connection" as connectionist oriented teachers seek to teach students to establish links between the numbers, methods and concepts in mathematics in order to facilitate a deeper understanding of the subject. Students are expected to be aware of the available methods and to demonstrate skill in selecting the appropriate method. "The connectionist orientation places a strong emphasis on developing reasoning, justification and, eventually, proof within the teaching of number."(Askew et al, 1997, p.343) These teachers believe that students come equipped with mental strategies and it is possible for anyone to achieve proficiency in mathematics with the help of effective teaching. Misunder standings are seen as a way to clarify matters and enhance understanding. An important tool for the connectionist oriented teacher is the use of dialogue as the basis of imparting knowledge. The Transmission Model: According to Askew et al (1997, p.341) it is the "beliefs based around the primacy of teaching and a view of mathematics as a collection of separate routines and procedures." Teachers of this orientation set much store by routine and paper and pencil methods. They teach mathematical concepts in isolation. A student's prior knowledge of the subject is largely seen as irrelevant. The emphasis here is on teaching rather than on learning. If the student fails to learn despite a clear verbal explanation, it is seen as a result of the child's inability to learn. The teacher uses the question and answer format to discern students' progress. The Discovery Model: Askew et al (1997, p.341 state that it includes "beliefs based around the primacy of learning and a view of mathematics as being discovered by pupils." Here the stress is on the process of discovery as the student explores and understands the world of mathematics. The method used is considered irrelevant, provided the correct answer is arrived at. It aims to focus on and improve practical skills. As per this orientation learning is of importance and students are encouraged to learn at their pace and use the strategies they see as appropriate. Numeracy is seen as a natural process and it cannot be hastened. Having noted the salient features of these belief systems, it must be remembered that they are 'ideal types' and it is unlikely that any teacher will be a purist with regard to these orientations. With regard to efficiency in teaching mathematics there is little room for doubt. Askew et al (1997, p.345) have concluded from their studies "that those teachers with a strong