New methods of doing mathematics in Ghana

A common belief among Ghanaian students is that Mathematics is a very difficult subject. Mathematics is only for brighter students. Mathematics is for boys only. A look at the passing rate of the BECE or SSCE (WASSCE) shows that these belief systems have some validity.

Most people drop out of school because they never passed their O-Level or BECE or SSCE Maths (Math). Most students never got their favourite sixth form schools or SSS (or SHS) because of Maths. Most students would be heard saying I never understand why we should get this result and try what may they may never understand. It is the single cause of headache for most parents. So Maths teachers in Schools are the most demanded group of teachers. They certainly must be among the richest. The reason for this conclusion is left to the imagination of the reader.

There may be several reasons for this problem, viz. the apparently difficult nature of Maths for students. I single out just one such reason. The method of teaching of Maths is the cause. But this problem is not the doing of teachers of Maths. Interestingly before digital computers were popularized in our generation, doing Maths was considered computing. So there is a close relationship between doing Maths and the use of digital computers.

Our earlier fathers of Maths, naming a few Euclid, Euler, Archimedes, Pythagoras, the Indians and Arabs who introduced the Hindu-Arabic numerals, the early Egyptian architects who built the pyramids, and Buffon were all doing computation. So perhaps the best way of doing and teaching Maths is by computation. I use computation and computer here interchangeably. I use computers to compute. On the computer I do computation. Does this sound like a tautology?

Theorists talk about the constructivist approach to teaching Maths. This involves high-order thinking, hands-on approach to doing Maths, flexible skills applicable to unfamiliar settings, frequent and rapid feedback, etc. This also involves playing with numbers or figures and concretely on the computer as well. This involves some trial and error on the computer to achieve a result. We are all familiar with the so-called Almighty Formula for quadratic equations. This formula is seen just like the answer to all our problems. All we need is to chew the formula, substitute the values and there we are. But importantly is to apply the formula correctly and substitute the values. Anyone who could not memorize the formula was condemned. So, one may never get the right answer. Of course others accuse Maths teachers of lacking 'Geduld'. That is how we learn. Search for the meaning of this word and there you are. You would remember it. Discover it for yourself. You learn better.

That is how we ought to learn Maths. Discover Maths yourself. Construct knowledge for yourself. Indeed the constructivist method. Students have often been spoon-fed, with formulas and teachers use several examples. Information is usually transferred to students. But it does not take root. Students are used to learning by rote. So they learn the particular examples of the teacher so well. In an exam when they are presented with a blind example, application becomes a problem. Maths is not learnt they way we read books by Ayi Kwei Armah.

Students who learn Maths with the 'learning-by-doing method', are also culprits who destroy Formica on their dinning tables. The best method today has come about as result of the computer boom. If students could use just Microsoft Excel to model the behaviour of simple graphs, they would enjoy playing around with it all their computer life at the Internet café. Perhaps, this might not even leave time for 419 sakawa style.

The first step is for the state to invest in preparing our teachers to have a hands-on application of Excel for Maths. Then they can transmit it themselves. Ja, in my village (of Atikpui) there are no computers. The electronic calculator is the beginning. If every student could be exposed to doing Maths on the hand-held calculator, this might replace other forms of fidgeting with gadgets. The one-child-per laptop policy, forget it. Only the children of the rich would benefit. Besides how many laptops can the state afford for the students. Children in my village may never benefit. Maths learning and teaching is actually fun.

Would that I could get a handful of Ghanaian Maths/Statistics/Computer Science students, who are on holidays in the summer, we could start a workshop for students or Maths teachers in the villages. Despite all the talk about education and development, the rate of non-literacy is widening in the 21st century Ghana. Without proof, I conclude there are more non-literates in Ghana today than there were 50 years ago. Computer-assisted Maths could lead the way.

Credit: Paul A. Agbodza
(Atikpui via Ho).
[ [email protected]]