Thursday, April 9, 2015
P1 Math… The downfall of a P1 Parent...
I am not a Math Professor, neither do I have a degree in Math. It may seem that I have a bone to pick with the math syllabus, but I don't. I just don't understand why certain methods make sense to the publisher, and certain methods don't make sense to the teacher?
So, here's one of the questions found in the P1 Math Workbook Part 2. Now in case you are wondering why these questions were solved with an addition sign, it was printed with it so the children had no choice but to solve it with the addition sign.
(I'm sure it was so confusing that even the teacher marked the corrections wrongly for question 1)
There's just some things I cannot understand..
1) What is the purpose of the picture of 8 pears and a paper bag again?? (how does the bag even help me to solve the question???)
2) How would a teacher assess if a kid gives such a working? Should the 1 mark for working (which may not make sense to me) be given the mark or be marked 0?
3) How does it make sense to solve it using an addition sign? Assuming if the question does not have pictures (relevant or otherwise), a kid would now need to think through a process like this:
8 (original) + ___ (bought) = 14 (now)
14 - 8 = ?
Then wouldn't it be better to just teach step 2 direct?
4) The intention of/for such questions. Are we encouraging a (forced) creativity in solving questions here?
To be honest, I am not at all comfortable with this assignment. Can someone honestly tell me if the solution makes sense? Something maybe I have overlooked?
I asked D to see if he could understand this… and even he couldn't explain it… (He's a man of few words… but this left him speechless)
But at this point, I'm just a frustrated parent.