The Inclusion Of Mathematics

One of the National Curriculum key aims is to provide pupils with the opportunity to learn and achieve, including the essential skills of numeracy and to promote the capacity to think rationally and abstractly. Mathematics is considered a core subject in the curriculum, and I am going to explore why. Should there be a reduced standard in teaching of mathematics resulting in a reduced enjoyment in the subject by pupils, fewer pupils will continue the subject at degree level and therefore we will have a decreasing supply of mathematicians. Mathematics should not only be included in the school curriculum, it should be highlighted as a key subject and given adequate resources and time so that: the importance of studying mathematics is stressed to pupils; pupils are equipped for the workplace and adult life; and, those teaching mathematics feel they are valued and can enjoy teaching and pass on their enthusiasm to pupils. I will now discuss each of these points in more detail. The importance of studying mathematics The level of requirement each individual pupil will have in relation to mathematics in their adult life cannot be predicted. However we can be certain that all adults would benefit from simple numeracy skills, for example so they feel confident managing a household and budgeting and reading mathematical information in different presentations, for example to enable comparisons as a consumer, and many other areas of adult life. Pupils can learn patience and logical reasoning when tackling mathematical problems, as well as conceptual and abstract thinking. Group work teaches co-operation and social skills, and individual work teaches us self-motivation. In short, the study of mathematics can provide pupils with life skills far beyond that of numeracy. Mathematics to equip pupils for their working and adult life In my studies I looked at teaching mathematics as a way to equip pupils with the skills required of the future workforce and the limitations of this view of mathematics. We cannot predict what mathematical skills pupils will need in the future, and by limiting their knowledge to that which is considered most useful in the workplace we are placing limits on the ability and, more importantly, the potential of future generations. Add to this the ever expanding role of mathematics, so that it is impossible for one person to know all that mathematics encompasses, it appears we should be expanding the subject rather than placing limits on it. Considering mathematics in the workplace, I would expect the future workforce to be more productive and successful if individuals can link professional knowledge and intuition with a deeper mathematical understanding. An ability to think abstractly and logically will produce better decision makers, in work and home life, and potentially provide greater job satisfaction as well. Encouraging enthusiasm for, and enjoyment of, mathematics It was while studying mathematics that I discovered an interest in learning for learning's sake. If mathematics can help students enjoy their learning, it can spark a lifelong desire to continue to learn beyond the school system and individuals will be more likely to be adaptable and lead fulfilled lives. To give every student the potential to be the next great mathematician we must captivate them with the wonder of mathematics throughout their school career, by teaching them what is arbitrary and helping them discover what is necessary. During my school experience, it is clear that pupils can feel disconnected from the work they complete in a mathematics classroom when they feel the topic has little practical implementation. However they can also feel motivated just by the enjoyment of completing a problem well despite not understanding the wider or long-term implications of what they are studying. From discussions with teachers I have learnt that exam boards are moving away from typical 'question and answer' assessment techniques and are moving towards asking pupils to show the ability to apply mathematical concepts to questions where the method to solve it is not clear from the question itself. Fast-paced lessons that challenge and 'practical lessons' are the most fun from speaking with pupils, and including some wider landscapes of investigation, as suggested by Sovsmose (Skovmose, 2002) may help pupils enjoy and retain what they have learnt, as well as ensuring they are better equipped for their examinations. In summary, the study of mathematics is essential for any pupils' adult life, in the workplace and otherwise. By retaining mathematics as an important part of the curriculum, we are ensuring that the next generation is free to reach their full potential.