Abstract:
Mathematics education is a dynamic discipline. The main goal of
mathematics education in schools is the mathematisation of the child's
thinking. The narrow aim of school mathematics is to develop useful
capabilities, particularly those relating to numeracy numbers, number
operations, measurements, decimals and percentages. The higher aim is
to develop the child's resources to think and reason mathematically, to
pursue assumptions to their logical conclusion and to handle abstraction.
It includes a way of doing things, and the ability and the attitude to
formulate and solve problems.
1.1.1 Vision for school mathematics
According to the National Curriculum Framework (NCF 2005),
School mathematics takes place in a situation where:
+:+ Children learn to enjoy mathematics rather than fear it.
+:+ Children learn important mathematics: mathematics is more than
formulas and mechanical procedures .
• :. Mathematics is a part of children's life experience which they talk
about.
+:+ Children pose and solve meaningful problem.
+:+ Children use abstractions to perceive relationships and structure.
+:+ Children understand the basic structure of mathematics.
+:+ Teacher expects to engage every child in class.
On the other hand, mathematics education in our schools is beset with
problems. We identify the following core areas of concern:
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+!+ Fear and failure: A sense of fear and failure regarding
mathematics among a majority of children.
+!+ Disappointing curriculum: A curriculum that disappoints both a
talented minority as well as the non-participating majority at the
same time.
+!+ Crude assessment: Crude methods of assessment that encourage
perception of mathematics as mechanical computation.
+!. Inadequate teacher preparation: Lack of teacher preparation
and support in the teaching of mathematics.
