THERE is consensus among educators that critical to getting a child interested in and fearless of mathematics is early exposure to the subject as not only a critical part of everyday life, but also as fun.

Among the institutions that have been trying to get this message across to students is St Andrew Prep School. Like M&M Jamaica Limited’s annual mathematics competition that targets high school students from St Elizabeth, the prep school has sought to find ways to keep its students motivated to excel in mathematics.

Among the mechanisms it has utilised is a Mathematics Day, during which the subject is brought to life, literally. On the day, numerals hang from trees, while the walls of the school boast number games and the floor space is used to expose children to mathematical concepts.

Betty Edwards, a senior teacher at the school, talks to Career & Education this week about St Andrew Prep’s Mathematics Day.

C&E: What was the reason for implementing a math day?

EDWARDS: To have our students have fun interacting with numbers and seeing the many things we do daily that involve math concepts. The day also allowed focus on a subject that students often shy away from by providing them with games and fun activities.

C&E: What are the desired objectives of a math day?

EDWARDS: For the students to be invited to participate in activities that will strengthen their numeracy concept, and to build confidence and an interest in math.

C&E: How important is it to get children excited about math at an early age?

EDWARDS: If we view this early age as a foundation stage, then we would be able to see how important it is for students to start with a proper foundation. If this foundation is laid properly then the students will be able to compute, complete mental task, build concepts, make associations and gain success in math. This is all a process that will produce a rich harvest for our students.

C&E: How did the children and parents respond to your Mathematics Day?

EDWARDS: Many of our parents were excited. Some visited during the day and observed the students while others collected the feedback at the end of the day. The students expressed enjoyment, moved willingly to all the areas and participated well in the activities. These included number stories, board games, water play, origami, colour art, music and outdoor play. Mrs Grant, our vice-principal, informed me that in the Junior Department, the students participated at the class level. Math was integrated in all subject areas — Spanish, science, music, movement, art and computer. The students also played floor-sized games, such as chess and checkers. The way it was organised, the students enjoyed the day.

C&E: How do you measure the day’s success?

EDWARDS: On a scale of one to five, it could be rated as a four. The next time we share in this kind of activity, we hope to offer a wider range of activities and even allow students to choose centres so they can be more involved in managing their learning for the day.

C&E: In your opinion, do you find that the students are more excited about math as a result of a dedicated day?

EDWARDS: Yes. They remarked on the fun they were involved in and the many ways that math skills were incorporated in their activities. The Kindergarten students all shared the joy of measuring at the water play centre. For the statistical report, we will, however, have to wait and see.

C&E: M&M Jamaica Ltd is one of Jamaica’s premier engineering and project management companies,. It’s CEO, Donald Mullings, has established the M&M Mathematics competition in high schools in St Elizabeth. Do you believe that a math competition like this should be replicated at the prep/primary levels and if yes, why?

EDWARDS: For this to be productive and to meet the needs of individual students gifted in this area, it would be good if such a competition could be offered on a school basis. It would be awesome to approach the programme in such a way that students gain joy and self-fulfilment from participating in this area. We could also look into building or organising a math centre where students and teachers could go for field trips (like the Science Research Centre) to manipulate and discover math.