The general feeling expressed towards mathematics is an anxious/negative one (Chinn,2012) whether that is expressed at school age or even among adults.

                                                But why is this?

Is it because there is too much emphasis on maths being very formula/number based. This could be a result of the process of rote learning which I’m sure we have all endured throughout our school years. Having to  memorise endless formulas until they hopefully become automatic and then having to apply them to numerous mind-numbing sums/problems. Hearing yourself say “when will I ever have to use this when I am older?!”

 Understandably, it is clear to see why maths can leave children unmotivated and disconnected with regards to the learning involved. Luckily for myself, I was one of the few in my class who strangely enjoyed maths. Being an individual who craves immediate feedback, maths always fulfilled this need by having only the one answer, you knew if you had got it right or wrong and could break down where you went wrong, but not always why you went wrong. This contrasts with the likes of the literature side of the curriculum, where there are multiple answers/ways of thinking about a scenario which I could never fully divulge in.

 The other common stigma which is attached to maths when at school, especially present within the secondary sector, is the focus being predominately on “pushing for excellence….passing tests” (Skemp,1986:123). It is very grade related and assessment driven with the way in which the curriculum is taught. The importance of how and why you have used a certain formula or procedure is often overlooked. Therefore, the learning becomes very procedural and not conceptual which former teacher and principal in China, Lipping Ma agrees with (1999).

Have we forgotten about the why and the how in maths?

 Upon leaving school it is very apparent that I have not used a great deal of maths (that i am aware of) and I am left feeling a great disconnection and confidence with the mathematical side of the curriculum, this was highlighted when I was out on my previous placement. I feel that any sort of relevance within the maths material that was being proposed to myself at school was never properly highlighted in terms of how I could use the skills in the future.Therefore, my attitude towards the subject has remained very stagnant, I think that by choosing to study ‘Discovering Mathematics’ i will hopefully have my eyes opened to the wonders and power that maths holds and how important it is and can be utilized within everyday life. Hopefully, from this understanding,  my appreciation will grow and I will be able to reflect this mindset to future generations.

 Chinn, S (2012). More trouble with maths: A complete manual to identifying and diagnosing mathematical difficulties. London and New York: Routledge

Skemp, R (1986). Psychology of learning mathematics. London: Routledge. 123.

Lipping, M (1999). Knowing and teaching elementary mathematics: teachers’ understanding of fundamental mathematics in China and the United States. New York and London: Routledge.