Latest update April 25th, 2024 12:59 AM
Aug 29, 2015 Editorial
The CXC results have been published a few weeks ago and it appears that the nation is ecstatic at the success of students. Are the results a true reflection of the success rate? A careful look at the results reveals that there has been a high percentage of failure in the sciences, including pure and applied mathematics, which suggests that immediate action is needed for improvement.
The authorities are obligated to make the teaching of mathematics one of its highest priorities, and to ensure that there are qualified, competent teachers to teach the subject. But if there is any question as to whether or not this will happen, one needs only to listen to the answers given by the two Ministers of Education in Parliament during the question and answer session of the budget estimates.
The high level of failures in mathematics at the CXC examinations is due largely to the fact that mathematics, particularly advanced Algebra and Geometry are not only difficult subjects, but there are also not enough qualified mathematics teachers in the country to teach these subjects. Math is indeed a very complex and difficult subject that must be taught only by qualified personnel. The Greek Mathematician, Euclid of Alexandra, often referred to as the Father of Geometry, said that Mathematics is not a simple module but a complex equation. While this is true, it cannot be the reason for the high failure rate of math at the CXC. Part of the blame lies with the administrators.
For generations, there has been a terrible fear of mathematics among students in Guyana and perhaps elsewhere. Bad as it has always been for students, what has been even worse is the strong feeling among many that aspects of mathematics, such as Algebra and Geometry, have absolutely no relevance on their daily lives, except for those who ventured in the fields of engineering and teaching. It is estimated that less than 12 percent of the jobs available worldwide require the use of Algebra or Geometry. Except for teachers, professors and engineers, the vast majority of people upon leaving high school or college, have not used math at work or in their daily lives.
However, in Guyana, it has long been established that there were serious flaws in the teaching of mathematics at the public schools, especially at the secondary level and this has contributed to the poor performance of students. It has been estimated that only 18 percent of teachers were actually qualified to teach mathematics and more than half of those assigned to teach mathematics at the secondary level were not qualified. It is also estimated that the majority of teachers who teach math at the primary level had no secondary mathematics certification from the Ministry of Education. This is the current situation, especially in the rural areas of the country where there is a shortage of qualified mathematics teachers, and where anyone without a math background is assigned to teach the subject.
The Ministry of Education and by extension the government should take corrective action to remedy this dire situation. With Education receiving the lion’s share of the budget (G$33 billion), an intense programme should be launched, and scholarships and bursaries granted to help train and educate teachers to become specialized in mathematics and other science subjects. The objective of such a programme would be to upgrade the qualifications of teachers so that they can be certified to teach mathematics at the primary and secondary schools throughout the country. If implemented correctly, the programme should yield rich dividends and ensure that no school or child is left behind.
The government must be proactive in educating the children. It cannot be complacent and leave teaching and learning to teachers only. Steps will have to be taken to advance proficiency in the teaching of mathematics and other sciences. Clearly, more needs to be done to educate and uplift the nation’s children and youths. Bringing back school buses to transport children to school and providing more nourishing meals for underprivileged children are noble pursuits, but not enough in the grand scheme of things. Our children deserve better.
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