Poor education problems: The case of mathematics

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.