What single issue in maths causes more problems in KS2 than any other?
t’s an interesting question, and one that I am hoping you can answer for me.
Is the answer, for example, something to do with maths itself, or the language of maths? Is it because the child doesn’t know how to subtract, or is it because the child gets confused with what “subtract” actually means?
Or is it, as Dickson pointed out in “Children Learning Maths”, more along the lines of…
‘When it says here, ‘Which angel is the right angel?’ does it mean that the wings should go this way, or that way?’
Of course, it might be something else altogether, such as the speed of teaching, a momentary lapse in attention, a lack of knowledge of some earlier point due to having missed those lessons, or just a misunderstanding.
Or perhaps it is something altogether different – it has, for example, been suggested that mathematical errors occur when a child’s imagination or creativity takes over the brain when it should be in purely mechanical mode.
Or is it a self-esteem issue – in that in maths everything is always right or wrong, while in English one can sometimes fudge a bit.
Or is it that when it came to fractions, it all got too much for the child?
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Published by Topical Resources on Thursday, May 12, 2016 in Topical Resources Blog
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