Reflecting on World Maths Day

World Maths Day, when over 2 million students from 200 countries

will be taking part in fast-paced maths challenges, is a reminder of

the importance of mathematical fluency in children's learning.

As

a local parent, I watched the recent Dispatches documentary Kids Don't

Count (filmed in Bristol) with real concern as primary school children

were shown struggling with basic mathematical concepts.

 

At

the same time, as a Kumon Instructor with my own centre here in Redland, I was more convinced that ever of

the underlying principles of the Kumon education system, which originated in Japan over fifty years ago and which is now implemented with 60,000 children across the country and millions worldwide.

As I listened to maths consultant and

author Richard Dunne, who took part in the programme, I found myself

talking back to the television and saying "Yes! We do that in Kumon!"

His

emphasis on repetition, for instance, is central to the Kumon method of

learning. Students at my centre practise specific tasks until they have

mastered them - rather than finding that the curriculum has moved on regardless

of whether they have become personally fluent with that specific area of learning

(be it addition, times tables, fraction work or algebra).

I've spoken

with several primary school maths teachers who say they wish they could

allow their children the time to take a similar approach.

In

2009 more than one in five children left primary school having failed

to grasp the basic maths skills required by the national curriculum. I

welcome the contribution that World Maths Day can make in focusing on

the importance of maths - not just in "everyday life" but, perhaps more

importantly as an amazing and logical language which is exciting in its

own right.