Re Miles stones for Mathematics in the intermediate phase.
I do not like the mile stone. If I have to implement this I have to teach a new concept every day and some more. This does not help the learners as there is no consolidation of the concept tought. This is the reason that mathematic has such a bad pass rate in matric not even to say in the primary school level.
I would like to see the mathematic is tought by concepts. e.g. per Learning Outcomes instead of jumping, fraction from the begining them devepoling into decimal fraction and pecentages. Instead of just touching on decimal fraction the going to data handling and the to shape etc.
I would like to see than Gr 1 is only touch to number 10, Everything 2+3=5 first concrete then to the abstract. Addition and subtractions that the learner will be able to woken up in themiddle of the night and when ask 3+7 THEY CAN ANSWER 10 without thinking about. They must be drilled and drilled and drilled. Why must the be able to add and subtract to a very funny number 34? This does not make sence to me!!!
Gr 2 can then move on to 20 and all the conbination, add, subtracting, multiply and dividing. The give them the foundation to move to more abstract thinking and they then do not need their finger to count.In Gr 3 go up 100.
I find that learners in Gr 6 which I teach do not know their tables. They have to draw line in sets and then count the lines to find the answers. They usually count then incorrectly. I feel that we are trying to get too much work done and not concentrate on the quality of work and that the learners achieve something instead of being rushed to get through the work and they do not grasp the concept and the fail. We are creating learners that have no more pride in their work as they are always not achieving anything and that most of the parent do not worry as long as they pass with 35%. What about the 65% they dont know!!
Please can we slow down with the foundation phase and intermediate phase so that we can teach concepts and consolidate that concept so that our nation can become mathematical literate again so that out enginers and technolgical subject will have a better and higher pass rate. Why must we lower our standard instead of teaching high quality work for high quanty work which the learners battle to understand and do not grasp.
I am very concerned about our mathematical literacy in the school.Please do something about this. I do not think it is just teachers but I think it is looking quantity instead of quality work.
C Mostert