What mathematics do students need before high school?

I was at my master's summer school unit and caught up with my high school mathematics teacher. We started talking about what was needed before starting high school in mathematics.

I knew the year 7 teachers from her feeder schools (albeit a few years ago I had done my practicums at both schools). The year 7 teachers were proactive teachers, and had started topics like volume and Pythagoras' theorem. In my naievity, I had thought this a good thing.

She quickly set me straight and said that these were easy things to teach if the basics were in place. Without the basics they were quickly forgotten.

So I started thinking to myself, what were the basics?

1. Did they have one-to-one number correspondence (could the children identify 1 with one of something, 2 as two of something so on and so forth)?
2. Could the children read the time?
3. Did children understand their four operations?
4. Did they know their tables?
5. Could they add and subtract one and two digits without a calculator?
6. Could they recognise basic units of measure?
7. Could they manage small amounts of money?
8. Did they understand place value?
9. Were students aware of order of operations?
10. Can they recognise basic shapes?
11. Can they identify uses of maths in their environment?

By the time I arrived at 8, I quickly understood her meaning. If students were able to do pythagoras, but were unable to recognise 4 lots of something was a multiplication sum then time was probably better spent sorting out operations.

These topics are easily tested by parents and school instruction can be complemented by a number of readily available books and websites.

BST - Bloody Stupid Transparency

There's a new acronym in town. We have the GST, the tax we had to have. Now we have the BST. The Bloody Stupid Transparency we had to have.

I noticed an article in the West that TISC had released statistics describing schools percentages of students that achieved their first preferences for university. The West (in typical media fashion) has then released this information with a bit of spin and gloss.

In this age of the BST, the inference is that if students are getting their first preference then schools are obviously superior in their counselling processes.

It is of course a load of complete nonsense. Students have an expectation of a TER score based on their school scores, outside of the top 5% their actual TER can vary substantially due to scaling (how their class does in comparison to the state) and a host of performance issues. Having a range of scores is a sensible solution to a variable situation.

If high percentages are getting their first preferences (outside of the top 5% where students typically are in courses where none more difficult exist), it actually indicates poor student counselling. Students should be aiming to reach for the sky, not just set their goals on the safe options.

The main issue analysing 1st preference data is that this form of transparency in a competitive market encourages schools to dumb down student expectations to promote the school "1st preference" success and subsequent positive publicity (or prevent negative publicity).

Again the statistics are being presented in a primitive fashion with no real causal effect established indicating whether students are better prepared or should have actually aimed higher.

Smacking is good for children under 6

Here's a non-PC article quoting research that smacking (not abuse of) young children is beneficial. 2600 children were sampled and it showed that smacked children under 6 were more likely to perform well at school, perform volunteer work and aspire to university.

To all those from the smacking generation, finally some research that shows smacking might be ok after all.

Being a dad with an eleven month old, I think I still have some serious reservations :-)

Advice for kids in a new year

Ok,

So it's a new year.. new teachers.. new situations.

What can a student do to fare well in a new year.

1. Come with a great attitude.

I don't mean suck up. Mainly I mean come ready to work. A new teacher has no expectations of you, even if you have had them in a previous year or have known another sibling. If you are willing to work, you will be noticed. If a teacher sees that you are working hard, and need some extra help, they will always be more willing if they can see if you have tried.

2. Follow instructions and come prepared.

This seems obvious, but a faster way is not always the better way in mathematics. If you can lay your work out properly from an early age, it's a skill you don't have to learn in year 11. Neatness is something people attribute to braininess (don't ask me why) - but don't let this be an excuse to be slow! ..and don't waste time asking for materials that could be spent working!

3. Sit with people you can work with

If you get to seat yourself, then stay with people you can work with. It can be hard, and sometimes you will need to have a quiet word with the teacher to move you elsewhere. Good students are the people that can help you when you are stuck and the teacher is with someone else that needs help. Remember to help others as what goes around...

4. The teacher is on your side unless..

Teachers are not in it for the money. They get a buzz out of seeing you learn. If you prevent others from learning you are killing their buzz. Expect to get squashed.

5. Be on time and prepared

Being on time is more than being at class when the bell goes. Homework arrives on time. Assignments arrive on time. If you know multiple assignments are due at the same time, spend some time in the library and miss that of so important TV show or MSN.

6. Do your best

Don't loaf. Ability will only take you so far, at some point you need to learn a good work ethic. It's easy to coast. Find ways to stay motivated. Race yourself. Try and get more correct answers next time. See how far you can get without asking the teacher a question. Use notes and worked examples given by the teacher. Make your next test the best result ever.

7. Failure is the path to success.

If you fail, don't give up, see it as learning what not to do. When you fail you learn about what you do not know. This is important. Identify what it is you need to learn and when you get an opportunity find out how to do it. Always, always, always do your corrections after assessment.

8. Read ahead.

Read the text book before school starts. Understand as much as you can. Know what you need to ask the teacher about. If you already know the basic stuff, it will give you time to learn it in more depth during class and with the help of the teacher.

9. Leave the playground in the playground.

Get used to putting your mind in work mode when you enter a classroom. Walking into a classroom high fiving and calling out to friends as you walk in (normally late) is a sure way to get on the wrong side of a class and teacher.

That's it!