We asked 252 Australian Greens party supporters and 252 One Nation party supporters to do some simple maths. Their answers changed when we told them it was climate change data.
To multiply two numbers by hand take a few steps but it’s something we’re taught in school. When dealing with big numbers, really big numbers, we need to a quicker way to do things.
Math instruction is stuck in the last century. How can we change teaching methods to move past rote memorization and help students develop a more meaningful understanding – and be better at math?
Good quality education fuels an economy. South Africa needs to increase its supply of science and technology university graduates. But instead it’s lowering the bar, especially when it comes to maths.
Maths occupies an eminent place in global schooling assessment criteria not just because of its content, but for the skills that are taught and developed alongside it.
Some have suggested that deracialising the academy requires all researchers, teachers and students to link knowledge and identity. What might this mean for mathematics?
Lowering maths prerequisites to study science, engineering and commerce at university has led to students playing catch up for years. This should be fixed.
Rather than having teachers instruct students on solution methods, many students prefer to work out solutions by themselves or by working with other students.
Kids who think being good at mathematics is just a matter of God-given talent are less likely to pursue math-related fields. But research says this kind of belief is misguided.
NRF Accredited & Senior Researcher; Lead Coordinator of the South-South Educational Collaboration & Knowlede Interchange Initiative, Cape Peninsula University of Technology