New research demonstrates the many aspects of nature play that make it a great way for young children to gain STEM knowledge.
Why might maths students’ performance suffer from relying on videos? A new study suggests we might be conditioned to watch video in a way that hinders the sort of thinking needed in maths.
Grade 9 learners in top and lower performing schools have difficulties with the same topics in maths. This has implications for curriculum revision and for teaching.
A shortage of competent and qualified maths teachers is a key contributing factor to the low maths performance of South African school children.
Performance in mathematics matters for university entrance. Without it, school leavers are not eligible for many programmes.
South Africa’s introducing coding as a school subject but until teacher education, IT infrastructure and internet connectivity issues, among others are addressed, the country has a long way to go.
Make maths more fun with these tips
Through abstraction, the underlying essence of a mathematical concept can be extracted.
The truth behind South Africa’s decision to allow 20% as a maths pass mark in some grades is a little more complex than many have suggested.
It’s a mistake to allow teenagers to drop maths – it should be made compulsory at A-Level.
Tell a child they’re a ‘moped’ rather than a ‘Ferrari’ and they’ll understand exactly what it means.
Lowering maths prerequisites to study science, engineering and commerce at university has led to students playing catch up for years. This should be fixed.
Teenagers in Shanghai, Singapore and Hong Kong outperformed those in London, Madrid and Dubai.
You wouldn’t feel so confident about claiming you weren’t good at reading, so why is it okay to be openly negative about mathematics?
Research shows that reading stories with a maths focus can boost grades and also help parents become less anxious about discussing maths.
Memorising facts and completing drills is likely to improve your maths skills – just so long as you find a way to stay motivated.
What if instead of dismissing wrong answers as a sign of failure, maths teachers tried to understand how their pupils came to that answer and then guided them in the right direction?
Analysis of a maths teaching method popular in East Asia shows promise, but not enough to roll out nationally yet.
Compulsory maths and science in years 11 and 12 will have a lasting benefit, but we need to boost the skills of teachers and start teaching science even earlier.
When rote learning and parroted answers replace real engagement with the material, children are bound to battle with maths. After-school homework clubs offer a different way of thinking.