Need-Based Programs For Mathematics Teachers

Each school is situated in its own context, having their own challenges and operating under their own constraints of time and resource availability. The attempt here is to support in-service Mathematics teachers by tailoring customized programs that address their specific needs.

Programs in the past have been varied. One assignment looked at reviewing and revising the assessment and reporting mechanisms for Mathematics students across the primary level. On another occasion, the Mathematics curriculum in middle school was rationalised, with some content being sacrificed in favour of more time for investigative activities.

One-on-one mentoring sessions with Mathematics teachers have also been offered in the past, where the individual teacher begins by reflecting upon those skills and abilities that need strengthening and development. Curricular planning, differentiated instruction and classroom management are common areas of difficulty.

Schools catering to under-privileged children often find themselves staffed with well-meaning teachers who might be greatly experienced, yet under-exposed to new and progressive ideas in education. The task of shifting traditional and well-entrenched mindsets in an open and respectful manner is likely to be beneficial to the teacher and his/her students. But it is also selfishly satisfying for myself and deeply humbling given the nature of the challenge and the learnings that ensue.