The main goal of mathematics
education in schools is the mathematisation (basically
it means that children should learn to think about any situation using the
language of mathematics so that the tools and techniques of mathematics can be
used. This typically involves drawing pictures (representations), choosing
variables, framing equations and arriving at a conclusion logically.) of
the child’s thinking. Clarity of thought and pursuing assumptions to logical
conclusions is central to the mathematical enterprise. There are many ways of
thinking, and the kind of thinking one learns in mathematics is an ability to
handle abstractions, and an approach to problem solving mathematics education. At
the elementary stage should help children prepare for the challenges they face
further in life.
In our vision, school mathematics
takes place in a situation where:
(1) Children
learn to enjoy mathematics,
(2)
Children learn important mathematics,
(3) Mathematics
is a part of children’s life experience which they talk about,
(4) Children
pose and solve meaningful problems,
(5)
Children use abstractions to perceive relationships and structure,
(6) Children
understand the basic structure of mathematics and
(7) Teachers
expect to engage every child in class.
On the other hand, mathematics
education in our schools is beset with problems. The NCF team identify the
following core areas of concern: (a) A sense of fear and failure regarding
mathematics among a majority of children, (b) A curriculum that disappoints
both a talented minority as well as the non-participating majority at the same
time, (c) Crude methods of assessment that encourage perception of mathematics
as mechanical computation, and (d) Lack of teacher preparation and support in
the teaching of mathematics. Systemic problems further aggravate the situation,
in the sense that structures of social discrimination get reflected in
mathematics education as well. The narrow aim of school mathematics is to
develop 'useful' capabilities, articularly those relating to numeracy–numbers,
number operations, easurements, decimals
and percentages. The higher aim is to develop the child's resources to think and reason mathematically, to pursue
assumptions to their logical conclusion and to handle abstraction. It includes a
way of doing things, and the ability and the attitude to formulate and solve
problems.
Maths is all about to link the
student’s knowledge to his day to day life situation.
