Many learners ask their maths teachers why learning a particular mathematical concept or
skill is important. When helping children out with their homework, many parents may
wonder the same thing. Thus, it is the positive attitude of classroom practitioners and parents
towards the subject matter which can influence children’s attitudes about mathematic and
ultimately their performance. These positive experiences help children to develop
dispositions such as curiosity, imagination, flexibility, inventiveness, and persistence, which
contribute to their future success in and out of school. Thus, the essence of this write up is to
discuss the relevance of learning mathematics at primary school level. The term mathematics
is going to be defined.
According to Feeney et al (2010), mathematics is a way to structure experiences to form ideas
about quantitative, logical and spatial relationships between people and events. According to
Lee (2006), mathematics is a subject that empowers and enables children to take control of
various aspects of their lives. Therefore, mathematics can be referred to as the study of
quantity, shapes, arrangements and logic of numbers.
Initially, mathematical experiences teach logical and critical thinking. In other words,
mathematics is a subject of logic and order. For example, one can expect a mathematical
equation to have a predictable outcome and precise steps must be followed in order to attain
that result. According to Eugster (2007), “The discipline of mind that children develop in
mathematics class can carry over into everyday life.” It is against this background that most
companies tend to know this, as some businesses will tend to hire maths majors based on the
presumption that students who are good at mathematics have learned how to think. Thus,
mathematics can provide a vehicle through which critical thinking skills are put into practice
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and refined. An example of mathematical critical thinking is when learners are required to
explain how they have arrived at a solution to a complex problem or to describe the ideas
behind a formula or procedure.
In addition to that, mathematics experience teaches life skills. Chalrlesworth and Lind (2010)
elude that, “It is next to impossible to live an independent life without mathematics skills.”
Thus, everyday in real-life situations and world one has to use mathematical concept(s) one
way or the other. In school, children begin to learn about money in the early elementary
grades, and in later grades can calculate percentages and fractions. In other words, people
must have these skills in order to follow a recipe, evaluate whether or not clearance is a good
deal and manage a budget among others things. Financial analyst Mike Walker points out that
any kid must be proficient at mathematics in order to buy a car without getting taken for “the
wrong kind of ride.” (Livestrong, 2017). Thus, mathematical reasoning is required for better
choices later in life management. For example, there is a mathematical reasoning and
awareness in negotiating a price for a given item against its duration or features such as
reasoning that an old shirt cannot have the same cost as the new-one.
Apart from that, mathematics supports continuing education and careers. According to
Gwartney et al. (2000), “Nowadays, every entry-level jobs in fields even seemingly unrelated
to mathematics require maths skills.” Thus, mathematics has become one of the most
considered qualification requirement for any employment opportunity. For example cashiers
must be able to count money accurately, while customer service representative may need to
be able to discuss a discrepancy in a customer’s bill. Learners who are skilled at mathematics
and who seek a higher degree will find high-paying careers such as engineering, medicine
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and research become available to them. Meanwhile, learners who are not interested in these
careers can and must nonetheless have advanced maths skills, as they are required to graduate
with a bachelor’s degree in any field. It is of the same consents that learners who are skilled
in mathematical subjects than their peers may obtain scholarships based on the superior
performance on assessment tests such as NAF and ZIMSEC examinations.
In a nutshell, parents and learners may ask why mathematics is necessary, but quality
mathematics instruction must ensure that this question is asked infrequently. In other words,
instructions should incorporate techniques that are designed to demonstrate to children the
relevance of mathematics to their daily lives, the world around them and their future careers.
Hence, mathematics teachers must strive to provide a real-world context for the skills that
they teach and must tell the learners the rationale behind the concept they are teaching.
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References:
Chalrlesworth, R. and Lind, K.K. (2010). Maths and Science for Young Children (6 th Ed.).
Belmont, CA Wadsworth: Cengage Learning.
Feeney,S. Maravcik, Enolte, S. and Christensen, D.(2010). Who Am I in the lives of children?
An Introduction to ECE (8th Ed.). New Jersey: Merrill.
Lee, C. (2006). The Growth and Development of Children (6th Ed.). London: British Library
Internet:
Eugster, K (2007). Educational Psychology . Retrieved from:
[Link]
Accessed on 11/11/17: 1056AM
Gwartney, J., Lawson, R. and Samida, D. (2000). Economic Freedom of the World 2000,
Annual Report. Retrieved from: [Link]
Accessed on 11/11/17:1054AM.
Walker, M. (2017). Ways to Improve Learning Skills in Children. Retrieved from:
[Link] Accessed on 11/11/17: 1056AM
