“Do not worry about your problems with Mathematics, I assure you mine are far greater.”
Albert Einstein
German-born American Physicist
Albert Einstein
German-born American Physicist
Nobel Prize Winner - 1921
Mathematics as a FET subject in the South African curriculum has changed its face many times over the past few years. The current South African curriculum no longer offers Higher or Standard Grade Mathematics, leaving learners to choose between Mathematics and Mathematical Literacy. Contrary to popular belief, Mathematical Literacy does not replace Mathematics Standard Grade, but instead offers a halfway point between the study of ‘pure’ Mathematics and the everyday application of the subject. As a result, many educators from other disciplines are now expected to present Mathematical Literacy.
Mathematics as a FET subject in the South African curriculum has changed its face many times over the past few years. The current South African curriculum no longer offers Higher or Standard Grade Mathematics, leaving learners to choose between Mathematics and Mathematical Literacy. Contrary to popular belief, Mathematical Literacy does not replace Mathematics Standard Grade, but instead offers a halfway point between the study of ‘pure’ Mathematics and the everyday application of the subject. As a result, many educators from other disciplines are now expected to present Mathematical Literacy.
The challenge to educators at present, is to use additional resources to ensure that learners are able to master the different topics. One solution is the use of ICT (Information and Communication Technologies) resources as a teaching tool for the educator who is not necessarily qualified as a Mathematics educator. There are many ICT software programs available to assist these educators in the delivery of this daunting task. Our learners are exposed to a high level of technology on a daily basis in the form of cell phones, Internet, television and various media. Therefore the application of computers in the teaching of Mathematics could greatly assist to stimulate learners.
This blog should serve as a medium for sharing ideas and best practice between all the role players in the FET Mathematics field, starting with one fundamental question:
What role should ICT play in the teaching and learning of Mathematics and Maths Literacy?
5 comments:
One advantage of ICT is the fact that it can be used whenever you have access to the resources available. This implies that learning can take place anytime and anywhere. Learners are not neccessarily dependent on "classroom time" to learn, but can do so at their own pace and time. There are a variety of resources available on the web which can easily be accessible by a press of a few buttons.
Congratulations on the blog
For a non-maths educator, to teach maths (even if it is only Maths Lit) can be a daunting task indeed. Many educators might now focus very much on filing the gaps wrt content knowlegde. Yes, that is important, but more attention should be given to help/resources that will make the life of such educators easier. ICT can play a vital role in this regard. There are so many ICT resources available (good software packages and web resources). If educators can learn the skill of employing ICT for learning, then half the battle is won.
Much criticism had been passed before that schools doing Maths using packaged software, merely develop into CLICK-CLICK ICT schools.
Is this a valid assertion?
Click-click software has its place, but as I have found out doing some maths workshops, that there are some exciting things to do in the classroom if you have a data projector, computer and some free and open source software.
The power of Geogebra, Graph and the other tools can be used effectively to allow learners the opportunity to make abstract ideas a bit more "tangible". Visualisation and concept formation can be facilitated with clicks of a few buttons.
Unfortunately you need some time to learn how to use the tools, but I think it is worth it.
Thinking outside the box is not included in curriculum delivery by most educators. When the requirements for the learner portfolio are completed, the job for the year is done.
Listening to a radio interview on SAFM on Friday 22 February 2008, the participants felt that South Africans in general are not critical thinkers. Our poor showing in international mathematics competitions confirms this. Names like Nelson Mandela, Chris Barnard, Mark Shuttleworth and Jacob Zuma popped up as great and critical thinkers.
Coming back to the question posted. Educators still will have to teach learners to find the solution using graph paper and pen or pencil. The educator’s task is to allow learners to explore the challenge, find solutions, write it down and to critically discuss the it. This will help the learners to get clarity on the thinking process and will help them in their thinking/solution strategy. Learners will not be able to use the CPU in an examination or test. The purpose of software in this specific case will be to show the solution instantaneously.
How can we develop critical thinkers? Some solutions are the use of brain teasers, card games and mathematics competitions once a week or fortnight. It will motivate learners to find solutions to a challenge. It will also stimulate creative thinking and can start a debate on solutions submitted. Non-routine or unseen questions must be included in the curriculum cross all learning outcomes from grade R to 9 in mathematics. (It is already included in Grade 10, 11 and 12).
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