Poor education problems: The case of mathematics

Iwan Pranoto, pranoto@dns.math.itb.ac.id, Department of Mathematics The Bandung Institute of Technology (ITB), Bandung

It does not need an Einstein to conclude that our math teaching practices are derisory. Some of Indonesia's education policymakers used to think that our math teaching practices were better than in other countries, even in the U.S.. We now know that this is absurd.

Many of us, both parents and teachers, are very keen to know what the National Education Ministry will do to overcome the situation where Indonesian students are left far behind students from other Asian countries, including in mathematics. We have heard nothing so far, except that there would be a new curricula.

Our present curricula in elementary and high schools is far from perfect. There are so many materials our students have to cover. Most backpacks our kids have to carry to school are more than five kilograms. When they carry them, they actually look like turtles. There are no assurances that our children are gaining any knowledge in their school years despite the fact they are bound to suffer from bad backs in their old age. Not only that, the daily schedule our kids have is more jam-packed than the schedule of most members of the House of Representatives.

However fixing the curricula cannot solve our education problem. In particular, our math teaching problems only partially come from the subjects or contents. Instead there are two other sources of bigger problems we have to focus on.

First, we have to understand the basic essences and fundamental functions of math learning. Math teaching practices in Indonesia concentrates too much on rote learning skills like number computation, while giving too little time to reasoning. It is full of procedural steps we have to follow and abstract formulae we have to memorize.

In my opinion, math learning involves much more engaging activities than number computation only. It includes pattern recognition, estimation, making connection, reflection, communication, etc. Unfortunately, these activities are neglected in our present math teaching practices.

Thus, there should be a consciousness from the math teachers to bring those neglected but essential activities back into their classrooms. It is not easy. Not only because it needs preparation and hard work, but also most of the teachers and us, parents alike, were taught in the wrong way. We grew up and knew only one kind of mathematics that stresses mental computation. I think, even a calculator could do the math test in our elementary school.

At the same time, we know very well that teachers play one of the biggest roles in math teaching, because they continually interact with the students and they determine what kind of learning atmosphere our kids have in their classrooms. So, again, quality math teachers are badly needed.

Second, it is related to the first problem above, most math textbooks in Bahasa Indonesia our kids use in school now are written poorly. They are very subject based. Moreover, they are very abstract and lacking concrete applications. Those books do not seem concerned about how the students should understand the concepts, instead they merely concern themselves with which concepts the students should know. So, unless there is a serious drive from the parties involved to create quality math textbooks, it is very difficult for our math teachers to be able to deliver good math teaching.

Now, could we obtain quality math teachers? Unfortunately, I would say no. It is impossible to have quality math teachers directly from our teaching institutions. It is not only the case in Indonesia, the teaching career is not attractive to most students anywhere. So, it is no coincidence that the smart ones are not likely to become teachers. Therefore, we have to look for math teachers willing to learn continuously. We search for math teachers who are at the same time long-life learners.

For those math teachers, we should continually support them with a partnership. This partnership involves at least five components. They are teachers, parents, professional organizations, teacher of teachers (teachers from teacher preparation institutions), and university teachers. This partnership should concentrate on efforts for facilitating math teachers in their professional development.

In the spirit of regional autonomy, this partnership could be used as a concrete means for the regional governments in improving education practices. Moreover, models for this partnership are abundant.

Unless we improve the quality of our math teachers, our kids are not going to learn essential mathematics in their classrooms. They would do the same mathematics that focuses only on procedural skills and complicated computations, but it lacks reasoning activities. Creative and critical thinking, communication skills, and teamwork become merely jargons.