Primary Math Curriculum – A Relook

< 30.7 Unstated Assumptions | Topic Index | 30.9 Primary Math Curriculum – Graphic Framework (A) >

We have tried to present the Primary &amp; Pre-Primary Math curriculum in a slightly different perspective.

The entire curriculum has been divided into the following documents.

Annexure 238A presents this curricular format. The chapters in this book also follow this general format.
 * 1) Perceptual Numbers - Pre-primary curriculum
 * 2) Primary curriculum 				Place Value SystemWhole NumbersOperation MetaphorsOperation ProceduresWord ProblemsFractionsDecimalsIntegers</li>Irrational numbers</li>Geometry</li>Elementary Algebra</li>Applications in Daily Life</li></ol>
 * 3) Recreational Math
 * 4) Enrichment Topics

Unlike the normal curriculum, we have separated the curriculum for major types of numbers; whole numbers, fractions &amp; decimals. This is because not only do they have different algorithms for computations, their very structure hides many concepts. Even their algorithms have a underlying logic which again depends on their structure.

For each kind of numbers, there are separate sections on understanding, representing, properties &amp; relations and the concepts &amp; skills related to various operations.

Operation Metaphors

One area normally not covered in traditional curricula are explorations into what we call &ldquo;math metaphors&rdquo; which link daily life experiences with relevant arithmetic operations. A lack of understanding of these metaphors has resulted in difficulties with word problems which are attributed to lack of comprehension in language.

Period Structure

Many schools do not understand the complexity of math learning and hence usually allot 6 periods each to Languages &amp; Math. This is totally inadequate for math.

Math has a lot of concepts &amp; also skills. These skills also need understanding of the underlying concepts. Hence math has to be practiced with understanding. This is best done in school under the guidance of the teacher. The normal period time of 35 to 40 minutes is just not enough for such work. It is best to have at least 2 block periods of 2 periods each for such practice. Hence it is suggested that at each grade level, math should have 8 periods; 4 single periods &amp; 2 block periods.

Math Teacher

There is a prevailing feeling among educators that math in primary school is very easy and that one teacher can teach all the main subjects – language, math &amp; evs. The entire objective of this book is to show that math is a different and more complex discipline to teach. Hence, even in primary school, it is better to have teachers who get specialized training in teaching math.

Homework

In the Primary School, the main objective of homework is to inculcate in students, the habit of regular &amp; independent study. Hence the homework should be very easy so that it needs no academic assistance from parents.

Assessment 

In the K-5 level, oral, group, practical &amp; project assignments should find equal space along with written assignments. The mode of assessment should be formative, as it is mainly to assess the level of learning. Timed-tests are not suitable at all as the focus should be on learning &amp; not acing examinations!

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