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As the development of maths understanding and skills is highly sequential it is appropriate to think of maths education as a learning ladder. For example, it is impossible to develop an understanding of multiplication without first developing an understanding of addition.
Similarly understanding of division needs to occur prior to working on fractions. So standing secure and confident on the addition rung is essential before stepping up to the multiplication rung.
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Just as standing on a ladder requires both feet to be positioned firmly on the same rung there are two aspects to being secure on the maths ladder. The first aspect is developing an understanding of the maths concept.
Take multiplication. What does multiplication mean? Why is it worthwhile to learn about multiplication? After all, many primary school students would rather draw nine lots of fifteen and add them up in preference to multiplying 15 by nine.
Students need to see the benefit in learning more advanced ways of working before they will use them.
The second aspect to being secure on the maths ladder is developing the necessary skills to know when to use them. Taking the example of multiplication again, this means knowing how to multiply effectively.
Many students even in high school either pick up the calculator when needing to multiply or have numerous lengthy ways to complete simple multiplications. By Year 8 or 9 many students become so involved in completing basic multiplications that they lose sight of what the problem is really about.
Adults know how much quicker it is to know our times tables than to use a calculator. Times tables need to be part of children’s learning.
Just as drill exercises are accepted as essential components of sports training so teachers and parents should not hesitate to support maths drills. If the development of both understanding and skills is not emphasized the student will not be securely positioned on the maths education ladder and able to reach the top rung.
