Are Math’s Pupils in Primary Schools being measured and assessed unfairly?

The standard of teaching is something constantly monitored, put under question and is often measured against others. A recent study has shown that English math’s pupils are ranked as being ninth in the world while the top positions are dominated by Asian countries such as Hong Kong, Singapore and North Korea.

 

Concern over standards of teaching and education is sometimes looked at in the wrong way and from the wrong perspective. Questions over the knowledge and skills that pupils gain from their primary school education is under perusal, with doubts as to whether children are going to secondary school with the level of understanding they need to complete the harder and more challenging level of work they will be taught. The government is certainly keen to improve the statistics of math’s pupils in the country and rank higher in the world, but there seems to be some confusion as to how the best way to achieve this is.

 

An academic considering the subject has claimed that there needs to be far more emphasis on general understanding, so that pupils have the basic knowledge and understanding that they can then apply to other problems and find solutions to harder tasks when they go to secondary school. Many teachers would also agree that the curriculum they are given to follow and teach to children include methods and procedures that are out dated when applied to math’s education. They claim that such restrictions on how they educate their pupils is not an effective way of encouraging enthusiasm or gaining an understanding in pupils, and changes need to be made to a more effective way of teaching children basic mathematics.

 

Expectations from the government, teachers and even parents have always been high, though recently those expectations have been raised considerably. Children are encouraged by teachers and parents to achieve the best they can in the national tests they sit that are set by the government and teachers face certain pressures by the schools themselves to get their classes to achieve at a certain level or standard. There is nothing wrong with having ambition and a goal to aim for as this motivates the students in their studies and sets a basis at which teachers can teach. However, this creates a further problem with the fact that the importance of scores becomes of a higher priority than that of actually helping children to understand key concepts and rules, which will help them in their continuing education.

 

Test scores and leader boards need to take a back seat to the understanding children receive. The government seems to be far too concerned with their ranking with other countries than actually creating a programme and introducing methods of teaching that are most effective in achieving an understanding and basic knowledge in pupils that they can then improve on and develop in the future.

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