We reap what we sow. Teachers not teaching or learners not learning mathematics?

Abstract

Children are entrusted in the hands of teachers who have gone through, at least, a three-year professional training programme and are certified to teach. This paper examines the mathematical conceptual understanding of teachers. Since one cannot give what he or she has not, the paper attempts to examine the sort of mathematical concepts sown in the minds of the young children by their teachers. The study shows that wrong concepts are sown in the minds of children right from the beginning because most teachers themselves do not have clear understanding of the concepts they teach. The study suggests that the mathematical output of our children is direct reflection of the mathematics concepts taught. It argues that until the teachers gain full mastery of subject matter they teach, they will not be in the position to help learners make significant gains in their mathematical pursuits.

Mathematics Connection Vol. 3 2003: 45-52