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- Should the Teaching of Mathematics in Secondary Schools Be Resource Based?
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## Should the Teaching of Mathematics in Secondary Schools Be Resource Based?

Traditionally, the teaching of mathematics in secondary schools rarely included the use of resources other than a textbook. This was “satisfactory” because the majority of the student body was included academically. In today’s jargon, using Gardener’s learning styles; they were probably learners of mathematics and logic.

The prevailing pedagogy was “Cilk and Talk”. In simple terms, it was a lecture-style approach followed by lots of worked exercises, from simple to more difficult (more complex) examples. There was little or no attempt to teach the problem-solving skills needed to solve unfamiliar problems.

With the introduction of all students to secondary education in the middle of the 20th century, the ever-increasing school-leaving age, and the expectation of parents that their children would have the opportunity to pursue college degrees, the math teachers had to work with students who could not learn on their own. with the “Chalk and Talk” approach. Many able learners found that mathematics did not seem to have real-life meaning for them and tried, when allowed, to leave mathematics classes for other subjects.

The “Chalk and Talk” approach did not help the slow student absorb the mathematics they needed to survive as citizens in modern society. Behavioral problems abounded in Maths classrooms.

It became clear to teachers, administrators, and curriculum writers that major changes needed to be made in the teaching of mathematics. In Australia, corporations were clamoring for problem solvers. They found that Math graduates were not. This prompted curriculum writers to look at teaching approaches that would not only lead students to become true problem solvers, but also pedagogues that would enhance the learning of non-math-logic learners . This also meant that assessment procedures should reflect the ways in which particular subjects were taught.

Added to all this was the advent of the calculator, (four operations, scientific and graphing calculators) which meant that much more real-life problems could be incorporated into a maths lesson. The computer added more to it. At the same time, the time spent teaching mathematics was reduced especially in secondary schools with other subjects gaining this time.

The technological revolution meant that there were subjects in the mathematics syllabus that were redundant and were therefore removed. The field of Mathematics had expanded. The study of probability and statistics had expanded dramatically and was widely used in the community. Consequently, many new topics were added to the curriculum to reflect modern developments in mathematics and its use in the community.

Many of these new subjects were not conducive to “Chalk and Talk.” Some required a hands-on approach; others required the use of multimedia; and others required the use of technology. The Internet became a valuable resource for real-life problems. Technology often allowed the teacher to work more deeply in less time with their students.

Some of these resources could be successfully used in non-traditional assessment items. These assessment techniques often allowed non-mathematical-logical thinkers to achieve greater success.

More importantly, more students were becoming interested and more successful in mathematics. Teachers began to see fewer behavior problems in their classrooms and more in student homework.

Thus, it became clear to mathematics educators that the pedagogy required to teach mathematics to all high school students required the mathematics department to create its own set of physical resources to create the best possible learning experiences for its students. students. So, the answer to the article title “Should Secondary Mathematics Teaching Be Resource-Based?” it must be an emphatic “YES”.

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