Why The New Gcse Maths Is A Blessing In Disguise

Whilst studying for my Mathematics PGCE at King`s College London, I was introduced to the terms `relational` and `instrumental` learning. Instrumental learning (also known as rote learning) is teaching students how to find the answer to a question. Students will be taught a computation that they need to memorise and be able to duplicate. Whereas relational learning explains to students the reason behind the calculations. Though more time consuming, research has suggested that relational learning is beneficial to students as they develop a better understanding of what they are calculating.

This links to the new GCSE syllabus. The introduction of more problem solving questions means that students will be tested on their understanding of a maths concept, rather than just being tested on what they know. For example, instead of being asked the straightforward question "Find the Lowest Common Multiple of 3 and 5", they may be asked "Two trains, A and B, depart at the same time. Train A stops every 3 minutes and Train B stops every 5 minutes. If both trains depart at 9am, when is the next time they will stop at the same time?" The latter & question requires students to apply what they`ve learnt to answer the question whilst the first question simply requires students to regurgitate a method they have been taught.

With problem solving, there are a myriad ways to write a question. Therefore, unlike the old GCSE syllabus, students can`t answer these questions by cramming. It is important that students are able to learn how to answer a question, so I believe that instrumental learning is still beneficial when students first encounter a new topic. However, I also believe students are more likely to remember these procedures if they understand why they are doing them. I also believe that once students acquire the skills needed to answer a question, they should be given the opportunity to apply their knowledge to problem solving questions.