Diagnosis in Maths Learning

DIAGNOSIS IN MATHS LEARNING

Mathematics teacher enters class 8, with full enthusiasm to start the chapter square and square roots. According to the teacher or as per the syllabus of the previous class, the prerequisite for this chapter would be prime and composite numbers, prime factorization etc etc. But when actual teaching starts, she realizes that there are few students who have problems with basic operations, so they  get stuck with the first method of calculating square root by repeated subtraction method. Similarly for division. Now it's diagnosed,  it must be treated, though it is late. Now the question arises why  was  it not noticed by teachers of earlier grades? Neither teachers nor parents took any step for this! Why? If it all, it was observed,  then must be informed to the next grade teacher and should have insisted her to continue with the remedial ! Due to this gap, the children are just physically present in the class. We go on blaming each other or the system but couldn't bring the child upto the basic needs of the class! Why? When we know that earlier is the diagnosis, easier is to treat. Now what would be the action of the present 8 grade teacher in this case?  What should be done by her? Go ahead as per plan or move back for such few students? How to handle this in a non homogeneous class? 

For any of her steps there would be injustice with any one group. So it is essential to find out such students and give separate guidance.  But the system wants inclusive education.  So the teacher adopts the methodology which helps us to manage both. This goes for years and years. Thus 100% justice is not given to any of the groups. Moreover teachers have system pressure. So, students remain behind in their studies. This increases maths phobia among the students and parents.  So, it's essential to start treatment even though it is diagnosed late. Yes, teach subtraction to that child, help wherever he or she gets stuck.  Sometimes the causes of lower performance in maths are very minor but as they are not identified and treated in time, turn into major issues. So dignosis is very important.  Continuous treatment after diagnosis definitely helps the child to boost his confidence in Maths.  The detailed  proforma report of such children should be handed over to the next  grade teacher. This will help to develop a positive relationship between students and teachers, also students and mathematics. If every Maths teacher plays this important role towards diagnosis and remedies, definitely we can help to reduce the Maths phobia! Can we try this?  

Mrs. Sadhna Hulyalkar

Teacher(VPEMS)

Baramati, Pune(Maharashtra)