Society supports discussion on maths teaching

4 June 2015

Society supports discussion on how maths is best taught at primary school

The Royal Society of New Zealand supports discussion on how numeracy is taught in primary schools. The current practice is being called into question by independent think tank The New Zealand Institute’s report Un(ac)countable: Why millions on maths returned little.

This report says that the Numeracy Development Project, which was rolled out in 2001, puts too much emphasis on teaching children multiple mental strategies for solving problems and not enough on teaching them the basics. It suggests that despite millions being spent on the Project,maths performance has continued to decline.

Distinguished Professor Gaven Martin, Royal Society of New Zealand Vice President – Physical Sciences, Mathematical Sciences, Technology and Engineering, says the Society welcomes the report by The New Zealand Institute.

“The Society welcomes any and all reports which contribute in a meaningful way to the discussion around preparing students, at all levels, for a future which will - without doubt - require stronger quantitative and analytical skills in many and varied professions.

“High levels of literacy and numeracy will be necessary for New Zealand’s 21st century workforce to continue to deliver the quality of life we enjoy in this country.”

Distinguished Professor Martin says the Society agrees with the broad thrust of the report which seeks greater balance between basic numerical skills and strategies for solving problems.

“The Society encourages educators to see if there are opportunities to improve.

“We support the development of mechanisms where good teaching practice can be shared in meaningful ways to meet the local needs of different communities.

“Any activity that raises the mathematical skills of teachers will surely enhance current activities and enable positive change for New Zealand’s long-term benefit.”

View report: Un(ac)countable: Why millions on maths returned little.

ENDS

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