Primary school maths: A vicious circle (from TODAY May 8)
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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. -
Here's the original letter that led to TODAY’s article on “Primary school maths: A vicious circle\".
http://www.todayonline.com/Voices/EDC120502-0000026/Standards-are-unrealistic
Standards are unrealistic
by Ian Tan Yong Hoe
04:45 AM May 02, 2012
The primary school system here has been a point of much debate among educators and parents for a long time.
As a product of the system in the '80s and now a father of two children in lower primary, I fear that the system has become one of irrelevant, unrealistic standards.
And I come from the perspective of someone who excelled within the old system, yet always questioned the relevance of the education content to real-world settings. Sadly, the situation has gotten worse.
Take primary school mathematics as an example: Why are pupils being asked to solve questions of higher level logic at such a young age? Does it make them more creative in problem solving?
Does it help them when they are faced with heuristic problems that even adults do not have to deal with in the workplace? No, it only leads to more rote learning of, ironically, heuristic methods.
The vast selection of assessment books and tuition centres that teach heuristics is testimony to this.
Another observation is that teachers sometimes do not have the opportunity to reinforce the basics of simple arithmetic and are forced to make their pupils do sums that are more useful in sifting for maths geniuses than genuinely imparting knowledge. Within the crammed periods of each school day, it is impossible for teachers to cover all the bases in today's punishing curriculum.
It is no longer a matter of excelling in class; to simply pass maths today, it is mandatory to have tuition to fill the gaps that teachers sometimes struggle to fill.
If so many pupils require tuition, it means our education system has failed in its basic goal of imparting the correct skill sets.
My wife, a university honours graduate, quit her job to coach the children at home, but is herself exasperated at the standards required of pupils today.
I have yet to observe any beneficial effects of pushing children so hard in primary school, apart from high stress levels and sapping of intellectual curiosity.
Besides removing the joy in learning, another side effect of today's education system is that my children hardly have time to enjoy childhood.
They have less time to play outdoors, to read their favourite books (which is a great way to improve one's English), to explore new hobbies or to learn about the world around them - all because of so much homework.
The scenarios are the same with other subjects. The schools are not teaching less, nor are the pupils learning more.
The writer's children are in Primary 1 and 3. -
Laura02:
I am sorry that I have hurt you. It was very unkind and unnecessary of me. Please forgive.
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 too believe that failure CAN motivate. If fact I know failure can motivate. However, one must know how to manage a few other variables in the motivation equation to be able to achieve that effect. With both my kids, I didn't wait for failure. I watched and cultivated a specific confluence of situational and personal variables. THEN, I allowed failure to happen. In every instance of \"managed failure\", they picked themselves up and came back with a vengeance. Through that they learnt resilience.
I only have 3 kids. Foster DD is already a scholar (very determined and very resilient). 1 is applying for scholarship but has already made exciting plans in case she is rejected (again, resilience). I have too few kids to allow the random failure to teach them they are losers. I know failure can motivate and build character, and I used failure consciously to mould my kids.
It is not ONLY the child's innate personality variables that will define whether they come back stronger from failure or not. There is a fair amount of respected research documented on \"learned helplessness\" done by one of the greats in psychology - http://en.wikipedia.org/wiki/Learned_helplessness.
It isn't a question of whether failure is ALL good or ALL bad. Failure CAN lead to resilience. Failure CAN also lead to learned helplessness (and the child's innate personality plays ONLY a small part - other situational variables have a large part to play).
It's not a question of whether coffee is ALL good and ALL bad. Coffee prevents bile duct blockage. Coffee exacerbates high blood pressure (AND the person's physical make-up plays ONLY a small part - lifestyle pressures have a major part to play).
Every one of 40 children in a class has different family situations. The school has NO control over the important situational variables necessary to prevent the child from going down the path of learned helplessness. We're not talking about the odd failure. We're talking about one failure following another all the way from end-P4 to PSLE. That is TWO years of repeated failures. How many children have the requisite family situations to withstand his kind of onslaught?
Lastly, I would like to underline my basic disagreement with your premise that parents MUST teach children Math (and I presume, other academic subjects). My reasons follow...
(1) If I teach academics, what is the school for? Traditionally, the school's role is to teach content. My grandmother was illiterate her whole life. Nonetheless, she encouraged and supported my mother through university without ever learning to read well enough to teach my mom. We cannot judge poorly other parents who CANNOT or WON'T learn primary Math in order to teach their children. I doubt Singapore as a nation would have made it so far if the MOE in the early years relied on uneducated parents to teach.
(2) My DS has had NO math enrichment/tuition. I have not had to learn Math along with him. What I do is provide books and other resources that contain the explanations he needs. He can still pull in top marks even though I WON'T learn primary Math along with him.
(3) I want my DS to learn independence. Since forever, I have told him that his studies are his job, not mine. The direct and most intuitive way is to help him overtly. But this has long-term ramifications for his character development. There WILL come a time when your child will have to learn things that are beyond you (say - he gets into Medicine faculty)... and what will happen then? You will expect him to learn less well simply because the knowledge is beyond you? I had to contort myself into knots to figure out creative solutions for helping whilst still leaving the ball in his court.
(4) I don't want to take the joy of achievement away from my child. That is a very basic in motivation. If you've done something great and KNOW that it really wasn't you, the joy of achievement is far less sweet, and your foundation of motivation for later achievements will be weak.
My DS owns completely his improvements in Chinese. He has climbed far upwards from being last in class in Chinese for about 6 months now. I am illiterate in Chinese. I gave him Chinese tuition for 3 months before he told me he wanted to stop. He said \"Mom, give me the materials, and I can do it.\" He did it.
I next challenged him to be top in class for Chinese. He said \"Mom, when we set out on this Chinese journey, I thought it was impossible. But I did it. So now, I won't tell you it is impossible. With enough time and enough opportunities to fail and learn, I can do it. I just need time.\" When I heard this I was pleased. 6 years of deliberate strategising to build motivation and resilience to failure had paid off.
Hence, parents who insist that they must help their kids and do everything their kids do in order to be able to expect success, you may in fact be hurting your children's character development in unseen ways.
Lastly, I do again want to apologise for what came across as sarcasm. Perhaps this post will clarify why I think...
(1) ... if parents are EXPECTED to learn all and teach all, then MOE should close itself down.
(2) ... if parents learn all and teach all, it can have negative effects on a child's character development
(3)... if schools make it a habit to fail students time and again over 2 years, it does not build resilience (without being able to control the other necessary situatiional variables for resilience building)... it breaks their spirits -
Quote:
I can't say better than these sentences. Just to add that the situation is worse as there is also some shift in responsibility to parents having to teach their kids too.http://www.todayonline.com/Voices/EDC120509-0000070/Its-a-strong-foundation-that-counts
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.
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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