This is the first in a three-part series in which Career & Education talks with educators about the importance of mathematics and getting students excited about the subject.

Career & Education speaks this week with Randolph Watson, co-ordinator of the annual M&M mathematics competition, and Marva McKnight, mathematics teacher at Maggotty High School in St Elizabeth. McKnight has been teaching mathematics for the past 29 years.

C&E: Is the study of mathematics important to a child’s overall development?

WATSON: The child, from an early age, is engaged in the many and varied functions of mathematics… sharing , dividing, adding, multiplying. The formal study of mathematics assists the child in making sense out of what was child’s play. Yes! It is important.

MCKNIGHT: Yes. In every aspect of life there is a need for mathematical skills. Learning these skills helps to develop a child’s comprehension, reasoning and analytical skills. In fact, it is a major stimulus for intellectual development. If a child understands the concepts in mathematics, there is no limit to a child’s achievement; everything becomes less challenging.

C&E: At what age do children form an impression about mathematics?

WATSON: It is difficult to determine exactly when this happens! It varies according to those developmental variables that are engaged in the total development of the child. The interplay of physical, social, intellectual, and emotional development all have a part to play in the process of development.

MCKNIGHT: Children form an impression of mathematics at a very tender age – as early as the pre-primary stage.

C&E: Why do you think children have a negative attitude to mathematics?

WATSON: When it comes to what happens in the “head” of a child where thoughts are formed and demonstrated in the form of behaviours, one has to be careful how judgements are made. Social psychologists may suggest that attitudes are formed based on early experiences. If early exposure to mathematics brought about “happy feelings”, it is likely that the learner will want those feelings to be replicated. If the experience is going to cause displeasure, why should the learner want to be exposed to these unpleasant experiences? Isn’t it normal to avoid or even run away from things that are negative? Negative attitudes toward mathematics can find residence in the life of children who have had “bad” experiences.

MCKNIGHT: Children have negative attitudes toward mathematics because most times they find it very hard to relate to the concepts taught. Many factors contribute to this:

. the limited time students have in school;

. the lack of resource materials;

. teachers are forced to cover a number of topics in a limited time;

. the very large and sometimes uncomfortable classrooms; and

. a lack of parental supervision of children’s work at home as most times they are given homework to do and there is no indication that an attempt was made to do it at home.

C&E: Do you think the present methodology of teaching mathematics is flawed?

WATSON: Sorry, I cannot answer that as I am not a mathematics teacher. I am not familiar with the methodologies that are being used today. You may want to ask me what qualifies me to co-ordinate the mathematics competition in St Elizabeth. Simple: As an educator for 51 years, I know where mathematics should take the learner; I may not know the route, but I can read the signs, and I have a good idea when the destination is reached.

MCKNIGHT: No, I do not think the present methodology of teaching is flawed. The schools need to be more equipped with modern technology and classrooms that are more conducive to learning.

C&E: What are some of the methods/approaches/exercises that you would suggest to teachers and parents to get children excited about mathematics?

WATSON: Mathematics is an applied science. Teachers must remove the mystery out of Mathematics. A concept that is not understood is “difficult” for the learner who does not understand; even if that concept is the addition of “one plus one”. Do we really understand the value of Comenius’ abacus? Back to basics, please!

MCKNIGHT: Teachers could use the discovery method to teach topics that lend themselves to this method. Teachers could set up some reward system where students are rewarded for their efforts and not necessarily their achievements. Sessions could be more regular and have shorter intervals. There should be a structured team teaching in schools.

C&E: How do you think the M&M mathematics competition may be used as a stimulus for students to excel academically?

WATSON: Showcase those who have benefited, have them return and testify to the benefits of the competition; further promotion at the school level and involvement with the Ministry of Education through their field officers.

MCKNIGHT: The competition could be promoted more and not only the students who do well academically be recognised. Students could be given insight into the various jobs that are available in the Master Builders’ Association and the monetary returns.