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Design Of A Maths Program

            
             My main recollections of primary school mathematics are of worksheets. We had many different types of worksheets to complete. They included filling in the blanks, colouring in certain things, copying and cut and paste activities. We were a passive learner. The teacher stood at the front of the class and taught us. They demonstrated a skill and we were required to practice that skill as demonstrated. Problem solving had no real purpose or meaning as it was simply written on a piece of paper, or the blackboard. We were not free to discover problems for ourselves. .
             There was very little integration of the curriculum. The focus of our Mathematics lessons was on facts, skills and concepts. Upon reviewing my primary school report cards, I found on my grade 2 mid year report, the comment "Corrina has a good grasp of the cardinal and ordinal aspects of number, and understands place value, number sequences and numerals in digit and word form. She has a good understanding of the four operations + - and number facts. No problems have been encountered with estimation and approximation."" My year 4 report has the comment "Corrina makes careless mistakes with her operations; must pay attention to detail. Her number facts are sound, and she enjoys estimation and measurement. Very neat setting out."" I believe these comments highlight how structured our math's lessons must have been focusing on individual facts. Our success was judged by whether we could learn specific requirements as taught by the teacher. The teacher directed all content and the approach to learning. As students, we were not given any responsibility for our learning. Our only responsibility was remembering what had been taught. .
             As a primary school student, I was usually graded as above average. As a young learner of mathematics, there was very little in the way of concrete materials for us to explore with. We were not active learners.


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