To come up in the listing of good teaching, about 8000 primary schools in the UK have planned to adopt the Chinese method of teaching maths to their students. These 8000 schools are said to have been receiving about USD 54.3 million funding for this decision of theirs. An international test was conducted that showed that Shanghai students are ahead in the subject of maths. A program for International Student Assessment in 2012 held these students on the top where it was also shown that 15-year olds in china are here a year ahead of their English counterparts in their ability to solve the Maths problems.
In the list, that showed the rankings of other countries too, Britain held the 26th position after which it resolved to bring in the teachers from Shanghai so that they can reveal the secret of their success in the project. The project is being dubbed as ‘Shanghai Maths’ where Britain has welcomed around 120 teachers from Shanghai to work towards its success. The schools minister of UK, Nick Gibb, spoke exclusively at the Advisory Committee on Mathematics Education. He said that the success of the Shanghai way of teaching should be adopted in such a manner that it becomes a standard fixture in England.”We are seeing a renaissance in maths teaching in this country, with good ideas from around the world helping to enliven our classrooms” he was quoted as saying at a meeting in Glasgow by the newspaper.
“We are seeing a renaissance in maths teaching in this country, with good ideas from around the world helping to enliven our classrooms” he was quoted as saying at a meeting in Glasgow by the newspaper.
A senior coordinator of China-UK maths exchange program said that this move on the part of Britain is actually to improve their teaching program. They do not want to merely copy the Shanghai style of teaching; they want to renovate their standard of math education completely. The international test has also emboldened competitiveness amongst other countries so that they perform well and improve further in their education system. The focus is not on memorization and grilling the students so that they learn what is being taught; the rudiments of this subject are important to grasp so that these students remember them throughout.
“Teaching for mastery focuses on deep conceptual learning, developing secure foundations that pupils can build on throughout their education. When a piece of mathematics has been ‘mastered’, it can be used as a foundation for new mathematical learning,” one of the co-ordinator was quoted saying. If the learning is limited to memorizing, then the foundations would be weak and so would be the future of these students.