Primary school maths: A vicious circle (from TODAY May 8)
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My kids are in their twenties now. I thought them math some 10 over years ago. A year before my eldest’s PSLE, the question on 1+2+…+99 came out in PSLE. The next day, our local press was swarmed with complaints. Today, if a P6 kid can’t solve that, he/she is in trouble. Yet we have parents here saying that there is not much change in the PSLE math standard. Very funny.
I learnt the model method to teach my kids. Luck for me, my eldest’s math teacher taught them the "unit method". He is a great teacher who accept all methods. He went on to become GEP teacher and is now in MOE. I have said this many times in this forum and am going to say it again. Model is not a mathematical method. It is an explanatory tool to promote understanding. How it become a tool for solving math amazed me. In reality, we need to know the way to the solution in order to draw the model. Simply starting with model to get to the solution of a complex problem sum is near impossible. Parents are hook winked by model solution because it is a great "tool for explanation". I saw some funny terms like internal transfer, constant total, constant change/difference… in this forum and when to browse through the math assess books. I was saddened. They were categorising each problem type and giving them names, each with a specific solving method. How many types of question do we expect the poor kid to memorise. Yet many parents here are praising the wonder of models. Very funny. -
Laura02:
Do not be dishearten Laura, there are people who share your views. I do. I agree that we should not expect our children to do what we cannot do and I often wonder why some parents push their children so hard on things they could not achieve themselves but driving their dreams through their kids, so I have respect for parents who would try and then guide. I later realise that there is one category of parents who are not exactly expecting their children to do what they cannot do but there is a lot of expectations from some schools as well. As mentioned a few times, the problems we face with today's education is not one-dimensional, there are many who contributed to the problem, in fact every category of people has culprits though it may not be everyone in that category as in not all are parents, not all are teachers, not all are schools...etc...but certainly everyone is dragged along in the process.....
IMHO, every situation, every circumstance is a learning opportunity. We spend all our lives learning ... and teaching ...
I accept your point of view. Your sarcasm hurts. I was merely stating my point of view. Which is : don't expect your child to do what you yourself cannot do. I empathise with the child.
In truth, I am waiting for my child to fail, or at least, to not do as well as she expects to. Perhaps I am idealistic, or naive, but I hope that she'll learn to pick herself up and motivate herself to do better. You see, I believe in learning from my mistakes, my failures. I hope that she learns resilience from having failed. I am sorry that failure does not always motivate, but that is an individual response. But its good that there is a diversity in experiences, and responses, and opinions. Even if I am a lone voice.
I would like to continue to hear your viewpoints. Diverse views give a balanced approach to all problem solving. cheers! -
ksi:
:hugs: Laura. I do share your viewpoint too. I have a P5 (hi-ability) who dÃdn't have any enrichment classes/tuition from P1 - mid P4, and a P4 (lower ability than the P5 kid) who didn't have any enrichment classes/tuition until mid last year at P3. They only have EL and CL enrichment/tuition so far for 1 yr, and I am stopping 1 subject each child so that they have more time to learn and relax amidst the hectic compulsory school supplementary classes and CCAs.
Do not be dishearten Laura, there are people who share your views. I do. I agree that we should not expect our children to do what we cannot do and I often wonder why some parents push their children so hard on things they could not achieve themselves but driving their dreams through their kids, so I have respect for parents who would try and then guide. I later realise that there is one category of parents who are not exactly expecting their children to do what they cannot do but there is a lot of expectations from some schools as well. As mentioned a few times, the problems we face with today's education is not one-dimensional, there are many who contributed to the problem, in fact every category of people has culprits though it may not be everyone in that category as in not all are parents, not all are teachers, not all are schools...etc...but certainly everyone is dragged along in the process.....Laura02:
IMHO, every situation, every circumstance is a learning opportunity. We spend all our lives learning ... and teaching ...
I accept your point of view. Your sarcasm hurts. I was merely stating my point of view. Which is : don't expect your child to do what you yourself cannot do. I empathise with the child.
In truth, I am waiting for my child to fail, or at least, to not do as well as she expects to. Perhaps I am idealistic, or naive, but I hope that she'll learn to pick herself up and motivate herself to do better. You see, I believe in learning from my mistakes, my failures. I hope that she learns resilience from having failed. I am sorry that failure does not always motivate, but that is an individual response. But its good that there is a diversity in experiences, and responses, and opinions. Even if I am a lone voice.
I would like to continue to hear your viewpoints. Diverse views give a balanced approach to all problem solving. cheers!
Like you, I learn along with my kids - if they encounter problems in their school work, I try to solve the problems too. If I can't, I am resourceful enough to get things done. That's me - always curious and keen to learn. And I show to my kids that no hurdle (in this context) is insurmountable. Along the way, I also go through what they have to go though and really, I do admire all the kids who have to walk this journey (Thank God I don't belong to the same generation- not with my illiterate mum!) Thankfully, God bless me with a career with very flexible schedule to support my interest. I know many mothers who do not have such luxury, I acknowledge that.
From a kindred spirit -
atutor2001:
I have to :hi5: with you and tell you I share your sentiments on the methods. Commercial gain is the outcome of driving this nasty stress deeper. Honestly, categorising each problem and giving names with specific solving method is even more difficult to master the subject if the mental block of math is not resolved in the mind. However, it is great for marketing to impress parents. Today I hear this statement again for Math: \"I have practised virtually all the papers required and yet I have never seen a question like this one before in today's exam.\" Testing above cognitive level? It is within topic. The reality is, Math is like musical notes. If you know the basic notes, there are millions of songs that can be composed, so are the children going to hit every question before? No. Even if methods are prescribed, they have to learn to identify the question pattern and apply the methods wisely. Some probably can do it, others may drown in the several methods before they get a chance at Math. And if the question has a combo of 2 heuristics to be applied...die...it cannot be solved and the child would say that he/she has not seen the question before.My kids are in their twenties now. I thought them math some 10 over years ago. A year before my eldest's PSLE, the question on 1+2+..+99 came out in PSLE. The next day, our local press was swarmed with complaints. Today, if a P6 kid can't solve that, he/she is in trouble. Yet we have parents here saying that there is not much change in the PSLE math standard. Very funny.
I learnt the model method to teach my kids. Luck for me, my eldest's math teacher taught them the \"unit method\". He is a great teacher who accept all methods. He went on to become GEP teacher and is now in MOE. I have said this many times in this forum and am going to say it again. Model is not a mathematical method. It is an explanatory tool to promote understanding. How it become a tool for solving math amazed me. In reality, we need to know the way to the solution in order to draw the model. Simply starting with model to get to the solution of a complex problem sum is near impossible. Parents are hook winked by model solution because it is a great \"tool for explanation\". I saw some funny terms like internal transfer, constant total, constant change/difference... in this forum and when to browse through the math assess books. I was saddened. They were categorising each problem type and giving them names, each with a specific solving method. How many types of question do we expect the poor kid to memorise. Yet many parents here are praising the wonder of models. Very funny.
Having said this, the other extreme would be the \"Teach Less, Learn More\"....not teaching at all and expect ALL kids to be able to learn on their own.
Yes we live in a funny place.
Bottomline for me is, we can have a group of superkids (stretch them, mould them, knead them), but for the majority, let them not be deprived of the love for learning. Love for learning is a lifelong skill....kill it early, it has no benefit to anyone, least of all, Singapore. P -
atutor2001:
funny indeedMy kids are in their twenties now. I thought them math some 10 over years ago. A year before my eldest's PSLE, the question on 1+2+..+99 came out in PSLE. The next day, our local press was swarmed with complaints. Today, if a P6 kid can't solve that, he/she is in trouble. Yet we have parents here saying that there is not much change in the PSLE math standard. Very funny.
I learnt the model method to teach my kids. Luck for me, my eldest's math teacher taught them the \"unit method\". He is a great teacher who accept all methods. He went on to become GEP teacher and is now in MOE. I have said this many times in this forum and am going to say it again. Model is not a mathematical method. It is an explanatory tool to promote understanding. How it become a tool for solving math amazed me. In reality, we need to know the way to the solution in order to draw the model. Simply starting with model to get to the solution of a complex problem sum is near impossible. Parents are hook winked by model solution because it is a great \"tool for explanation\". I saw some funny terms like internal transfer, constant total, constant change/difference... in this forum and when to browse through the math assess books. I was saddened. They were categorising each problem type and giving them names, each with a specific solving method. How many types of question do we expect the poor kid to memorise. Yet many parents here are praising the wonder of models. Very funny. -
Suz855:
those milk powder ever promised you BIGGER brain ? development does not necessarily be in physical size ....Sorry, I cannot agree w u, our children drink expensive milk powder wit DHA ...etc .... They are suppose to help in brain development blah blah blah .. So how can their brain grow smaller
:rotflmao: :rotflmao: :rotflmao: -
peapot:
I think MOE should look at smaller class, more teachers and test only what is taught. Do they think all kids will know how to solve higher order q without some teaching? Sigh! Even I have prob solving it. Even my tutor needs answer sheet to cross check his answer.
may be that is to cross check whether the answer sheet is wrong. LOL
when we pointed out the teacher's mistakes long time ago, the teacher said \"I was just testing you guys whether paying attention or not\". :faint: :faint: -
atutor2001:
I dont see many praising model here, perhaps i dont browse this forum enough. I agree with u like i said before that model is a tool to help in understanding the concepts through visualization especially for the right brain dominant learner who learn better with visualization compare to the left brain dominant learner who learn better using logical n analytical thinking. its important for the kids to understand the concepts before embarking in learning different approach to solve a math problem. However we cant use it as method to solve all problems, in some complex problem sum trying to draw the model already drive some kids crazy.My kids are in their twenties now. I thought them math some 10 over years ago. A year before my eldest's PSLE, the question on 1+2+..+99 came out in PSLE. The next day, our local press was swarmed with complaints. Today, if a P6 kid can't solve that, he/she is in trouble. Yet we have parents here saying that there is not much change in the PSLE math standard. Very funny.
I learnt the model method to teach my kids. Luck for me, my eldest's math teacher taught them the \"unit method\". He is a great teacher who accept all methods. He went on to become GEP teacher and is now in MOE. I have said this many times in this forum and am going to say it again. Model is not a mathematical method. It is an explanatory tool to promote understanding. How it become a tool for solving math amazed me. In reality, we need to know the way to the solution in order to draw the model. Simply starting with model to get to the solution of a complex problem sum is near impossible. Parents are hook winked by model solution because it is a great \"tool for explanation\". I saw some funny terms like internal transfer, constant total, constant change/difference... in this forum and when to browse through the math assess books. I was saddened. They were categorising each problem type and giving them names, each with a specific solving method. How many types of question do we expect the poor kid to memorise. Yet many parents here are praising the wonder of models. Very funny.
Dont be confused, model drawing is only 1 of Heuristics approach. N if im not wrong MOErecommended 11 problem solving Heuristic for primary school level. As for my dd school p6 sa1 there are 7 problem solving Heuristic to be tested including MD.
My dd ironically can draw the model for such complex problem only AFTER i showed her its solution with other method, n she is so used to model as the kids hv been using it for yrs that she wanted to use model for everything although she knows that it doesnt always works. Onsponge bk shows solution for complex more/less than (using model drawing) but i find it easier to teach dd using tabulation.
 What is important as parents, we should equip the child with different approaches so that they have the flexibility to choose the method that works best for them in solving the problems, the problem is where got time to do this...
I feel sorry for the kids...
I copy this frm a heuristic book writer quotes:
\"Heuristic does NOT guarantee a solution. When approaching the problem, the child first understands the problem, chooses the method n carry out the plan. If it doesnt work, the method should be discarded n a new method should be choose to solve the problem. :faint: However many pupils or even us will stubbornly continue to use the initial method even it doesnt work. \" -
Finally I got a better understanding of the model method . I was groping in the dark for the last few years . Different schools have different approaches and even in a given school , the better classes are taught more than the weaker classes. My DS took
PSLE, I realise that many methods taught by the assessment books are not taught in school, neither were they documented in the textbooks. When I finally sent him to tuition, it was too late as he was bombarded with even more model methods. We were so frustrated then.
By the way, which book would you recommend to study comprehensively all the model methods?? Where can I find the 11 methods which I don’t even know after so many years. -
http://www.todayonline.com/Voices/EDC120509-0000070/Its-a-strong-foundation-that-counts
It's a strong foundation that counts (from TODAY May 9)
Letter from Ian Tan Yong Hoe
I REFER to the story \"Primary school maths: A vicious circle\" (May 8). I thank the Today team for following up on my original letter and sharing a range of views on local education issues.
After my letter was published, it was shared widely on social media channels, and it was disheartening to read a common thread in the numerous responses from parents: That our opinions would fall on deaf ears.
The Ministry of Education's responses ranged from (I paraphrase) \"Primary School Leaving Examination mathematics has not gotten more difficult\" to \"subject syllabi is regularly based on widespread consultation\".
This drives home the point that the MOE may not have grasped our grievances and is quick to dismiss public feedback.
It would be challenging for the layman to dispute that maths standards have not changed over the years, as we are not steeped in pedagogy.
What we do see is a gradual destabilisation of the education system as it shifts responsibility for learning from schools to tuition centres, opening up a divide between those who can afford tuition and those who cannot.
That cannot be meritocratic in any sense.
I do not disagree with the provision of a small proportion of challenging problems to help determine the cream of the crop. I aced my studies, won a scholarship and took on numerous challenges with a relentless drive to become the best in my cohort.
I know what the MOE is driving at because I am a product of its system (and my mum's nagging). However, I remember being drilled with a strong foundation in the basics in primary school.
The glaring difference today is that learning how to answer the \"tough\" questions is emphasised so much, pupils end up with shaky basics in arithmetic, grammar or second language.
In the English-language curriculum, pupils are encouraged to memorise and use flowery, pretentious sentences for the sake of doing so.
To an ex-journalist with a decade of professional writing experience, this goes against every principle of concise communication skills. There is no point writing a dozen complex sentences when one could express the same idea with a simple phrase.
A local university professor remarked to me recently that the standards of his students' communication skills have dropped over the years. How did that happen?
As a parent, I can only hope that the MOE is able to accept our honest feedback and is willing to take a good, hard look at the system. I do fear for our children as they get caught in this vicious circle with no end in sight.
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