Is Our Math Curriculum Relevant for the Real World?

Last week, I attended a Primary 5 & Primary 6 Parents' Maths workshop. This was the first time I had attended a workshop of such nature, and Maths had never been a favourite subject, so I wasn't really looking forward to it. However, with so much changes in the primary school Maths curriculum, plus the challenging Maths questions that Big Bee occasionally asked me at home, I thought it is good to understand what Big Bee is going through in school. The real Maths whiz in our family, Hubby, came along too, much to my relief, and I was really thankful for his interest and support in his girls' education.

What ensued was a 2.5 hour of mind-boggling and muddle-headed session where parents were taught the various strategies used in the PSLE Maths curriculum, and parents were made to do 16 problem sums (gulp!).

The audience was filled with parents from all walks of life - from doctors to lawyers to journalists to parents with postgraduate qualifications. But the looks of bewilderment on most parents were truly priceless. We had to throw all our years of algebra aside, and for Hubby especially, to toss his advanced Engineering maths aside, so that we can become primary school students, learning a new curriculum from scratch again.

We grappled with new strategies like repeated identity, branching, advanced model drawing, etc. Eventually, the final problem sum that we had to solve baffled most of us, and it was so ironical that a Primary 6 girl had to come up to the main board and explained the solution to the entire audience.

After the workshop, I was really perturbed. Today's Maths curriculum does not help in fostering creativity and problem-solving skills in our children at all. Today's Maths - with its allocated strategies for respective problems - reinforces the perennial problems that most Singaporean students are facing, which is the inability to think out of the box and the lack of opportunities to think beyond what they are learning in the classroom. Having fixed strategies for individual problem sums just prove to students that there are ready-made solutions for every problem they face, when the world's problems are really made up of so many ambiguous issues with no black-and-white solutions. Thereby, this will sadly reduce our children's inspiration to think beyond the traditional boundaries of knowledge to create more unique and applicable solutions, which is what a fledging and small country like Singapore really needs.

Frankly, I emerged from the workshop disillusioned and disappointed. Despite the Ministry of Education's call for more creative teaching and a more holistic curriculum, the teaching of this core subject, Mathematics, shows that we, as a nation, are somewhat unprepared to veer away from the staid curriculum of rote-memory and examinations-based learning. Worst of all, I fear that such a curriculum will not foster a life-long love for and interest in learning, and is not practical nor intellectual.

When will we be ready to steer away from rote memory examinations, from ready-made solutions for a more liberating and intellectually stimulating curriculum that will nurture the true abilities of our children?

Some of the questions that we had to solve are below. Want to try your hand at solving? ;)

1) On Monday, Alynna has $48 more than Eunice. On Tuesday, Alynna spent 1/4 of her money and Eunice received 20% of the amount of money she had on Monday from her father. Eunice found that she had $72 more than Alynna on Tuesday. How much money did Eunice have on Monday?

2) Anne, Belle, Cecil and David each have some stickers. The number of stickers Anne ha is 2/3 of the total number of stickers Belle, Cecil and David have. The number of stickers Cecil has is 20% of the total number of stickers that Anne, Belle and David have. If Cecil has 35 stickers, find the total number of stickers that Belle and David have altogether.