Aims of Teaching Mathematics

Aims of Teaching Mathematics

What do we mean by Aim?

Spens (1938),

            “Any educational aims which are concrete enough to give definite guidance are correlative to ideals of life”

Ø  Aims are the highest expectations or general purposes    you have for yourself, your students, your school, and your community.

Ø  They are often very broad and philosophical.

Ø  They may never be fully achieved. Few examples are:-

Ø  What are the purposes of the public schools and   science education?

Ø  What is it that we want our students to become?

Ø  How should the ways children develop and learn influence what and how we teach in science?

Reasons for constantly Review of Educational Aims

•         What we see taking place in our classrooms does not always, on careful reflection, seem justifiable.

•         Pupils do express concern about the end-points of their current studies

•         Situations and circumstances do change, new content and new teaching methods are proposed.

•         Examples that require justification

•         The use of calculators

•         fractions

•         IT

Primary and Secondary Aims

•         Primary aims

–        We have to give reasons for including mathematics in the school curriculum.

•         Secondary aims

–        So that the content and methods can be decided.

–        Important general aims of education which can be pursued within mathematics

Example of Aims

•         Mathematics as an essential element of communication;

•         mathematics as a powerful tool;

•         appreciation of relationships with mathematics;

•         awareness of the fascination of mathematics;

•         imagination, initiative and flexibility of mind in mathematics;

•         working in a systematic way;

•         working independently;

•         working cooperatively;

•         in-depth study in mathematics;

•         pupil’s confidence in their mathematical abilities

•         To help pupils to develop lively, inquiring minds, the ability to question and argue rationally and to apply themselves to tasks, and physical skills;

•         to help pupils to acquire knowledge and skills relevant to adult life and employment in a fast changing world;

•         to help pupils to use language and number effectively;

•         to instill (encourage) respect for religious and moral values, and tolerance of other races, religions and ways of life;

•         To help pupils to understand the world in which they live, and the interdependence of individuals, groups and nations;

•         To help pupils to appreciate human achievements and aspirations.

Reasons for teaching mathematics (Smith, 1928)

•         Every educated persons should know what mathematics means to society and to our race, what its greatest uses are;

•         it has high value as a mental discipline;

•         it has intrinsic (essential) interest and value of its own - it has its own beauty and magic;

•         it possesses truth which, in an ever changing world, is eternal (everlasting) and enduring (stable);

•         it came into being through the yearning (desire) to solve the mysteries of the universe and still works for us in that way;

•         the history of mathematics is the history of the human race.

The Cockcroft Report (1982)

•         Of enabling each pupil to develop … the mathematical skills and understanding required for adult life, for employment and for further study and training …;

•         Of providing each pupil with such mathematics as may be needed for his study of other subjects;

•         Of helping each pupil to develop... Appreciation and enjoyment of mathematics itself and... Of the role which it has played and will continue to play both in the development of science and technology and of our civilization;

•         above all, of making each pupil aware that mathematics provides him with a powerful means of communication

Utilitarian Aims

•         Practical arithmetic skills needed in everyday life?

•         Mathematically literate workers?

•         Set up problems; variety of techniques to approach and work on problems; understanding the underlying mathematical features of a problem; ….

•         Two faces:

–        foundations for subsequent more advanced study of mathematics

–        tools for other subject

Importance of Mathematics in the World

•         Mathematics is vital to the maintenance of satisfactory living standards

•         in order to make an informed decision about continued study

•         Mathematics trains the Mind

•         Strengthening the powers of reasoning or in inducing a general accuracy of mind

•         in brain development

•         in producing logical way of thinking

•         blind belief in the value of mathematics as a mental discipline is dangerous (Godfrey, 1931)

Importance of Mathematics as a Language

•         Mathematics is a unique universal language which transcends (go beyond the limit of sth) social, cultural and linguistic barriers, having symbols and syntax (grammar) that are accepted the world over.

Our aims in teaching Mathematics are:

v  To develop a good understanding of numbers and the number system by:

Ø  Maximizing their counting ability.

Ø  Achieving a sound grasp of the properties of numbers and number sequences, including negative numbers.

Ø  Achieving a good understanding of place value and ordering, including reading and writing numbers.

Ø  Understanding the principles and practice of estimating and rounding.

Ø  Achieving a sound grasp of the concepts of fractions, decimals and percentages, and their equivalence. Developing these concepts to gain understanding of ratio and proportion.

v  To develop the ability to undertake calculations with confidence, accuracy and improving speed by:

Ø  Achieving a good understanding of number operations and relationships.

Ø  Achieving rapid mental recall of number facts.

Ø  Maximizing the ability to undertake mental calculation, including strategies for deriving new facts from known facts.

Ø  Maximizing the ability to undertake calculation using pencil and paper methods.

Ø  Maximizing the ability to undertake calculation using a calculator.

Ø  Developing the ability to check that the results of calculations are reasonable.

v  To develop a good ability to solve problems by:

Ø  Developing the ability to make decisions e.g. deciding which operation and method of calculation to use (mental, mental with jottings, pencil and paper, calculator etc.)

Ø  Being able to reason about numbers or shapes and make general statements about them.

Ø  Improving the ability to solve problems involving numbers in context (e.g. everyday uses such as money, measures etc.)

v  To develop a good knowledge and understanding of measures, shape and space by:

Ø  Achieving a sound knowledge of measures, including the ability to choose units and read scales logically and accurately.

Ø  Achieving a sound knowledge of the properties of 2-D and 3-D shapes, and a good understanding of position, direction and movement.

v  To develop a good ability to handle data with confidence, accuracy and improving speed by:

Ø  Improving the ability to collect, present and interpret numerical data with understanding.

Our aims in Maths broadly reflect those set out in the National Numeric Strategy. Gin's Abacus numeric textbooks are used to provide a progressive framework for teaching from Years 3 to 6, although many others resources will be used to supplement learning as deemed appropriate by the class teachers.

The following topics are taught in each term, with concepts and strategies being developed each time.

Winter + Autumn + Spring + Summer

Winter Term

* Place Value (hundreds, tens, unit digits)

* Addition strategies

* Subtraction strategies

* Multiplication strategies

* Division strategies

* Money (shopping and change)

* Fractions

* Time

Autumn Term:

* 2-D Shape

* Tally charts

•         Weights (grams and kilograms, reading scales)

Spring Term:

* Properties on number (number sequences, negative numbers)

* 3-D Shape (nets)

* Data handling (frequency charts, graphs, Venn diagrams)

* Calendars (months in year, days in week/year)

* Measuring (meters and centimeters)

Summer Term:

* Position and coordinates

* Capacity (liters and milliliters)

* Pictographs

* Angles

* Symmetry

* Area/Perimeter

For more notes CLICK HERE

CLICK HERE for more about Shaheen Forces Academy

CLICK HERE to learn How to live in a Right Way?

CLICK HERE to learn about Research Work

 CLICK HERE about the notes of Measurement & Evaluation

CLICK HERE to write best Lesson Plans

CLICK HERE to learn about Educational Psychology

CLICK HERE to learn about Teaching of Mathematics (Method)

Subscribe our YouTube channel to join Pak Army, Navy & PAF

Visit our Website HERE

Install our mobile application for notes & mcqs HERE

Like & Share