How one South African school is bringing the benefit of first class maths tuition to less sophisticated schools, using standard technology
Nobody can deny that mathematics is a key that unlocks some of the greatest career possibilities in the world. A good mathematical grounding can literally be a ladder to sky: the better the understanding, the more rungs in your ladder. The more rungs, the higher you can climb. And the higher you can climb - the more stars you can pick from future worlds.
Stars are like diamonds. And diamonds are money.
So how seriously is maths taken in schools? The sad answer is - not very. Unfortunately mathematics is often regarded like taking your car for a service. It is merely the unpleasant thing you have to go through in order to get good results further down the road.
Like millions of other kids around the world, I was in a good school who battled to get good maths teachers. And so for years we were taught maths by frustrated biology teachers, physical education teachers and even a language teacher. For the most part, these substitute teachers had very little love or appreciation for the beauty of mathematics, struggled to understand it themselves, and certainly did not manage to instil any kind of passion in us.
It stands to good reason that as the years went by our results became less and less inspiring. By the second-last year of school our results were in tatters. We had sunk to a hopeless depth. We were tired, uninspired and despirited. Mathematics had become a slow-motion nightmare from which we saw no escape. It was a quicksand of despair which was in the process of sabotaging our career dreams.
In my last exam I scored 37%. It looked hopeless.
But then something changed. Only about one in 2,000 oysters contains a pearl. And among a hundred teachers, there always seems to be one that is different. In my last year it was our good fortune to end up with such a teacher. Her name was Riana van Heerden - a very small, soft-spoken woman with a soft heart and an iron will.
When we walked into our classroom that first day, she told us these words that were inscribed on my mind:
"I know your records are dismal and that you probably have no hope of passing your final examinations. But I will make you a deal: If you do everything I say, and work very hard, then I will make sure that you will pass. Whatever it takes, you will pass mathematics - and you will very likely do well too. But I must warn you - you will work harder than you have ever worked before in your lives."
I never forgot those words. They haunted my mind for months as the last year of high school dissolved into endless nights of homework and extra classes. When the final examinations drew closer, we had done practically every exercise in the very thick standard issue maths handbook. We also did all the exercises in the old one from previous years. We had done all the exercises in all past examination papers. We did more exercises from other textbooks. And then we did some that the teacher invented herself. We did them all.
By the time the final examination dawned, we were more ready for it than for any other subject in our entire lives. Every problem seemed like an old friend - we recognized its type and nature, smiled, and solved it with quiet confidence. As far as I know, we all passed mathematics with exceedingly good grades. We walked out of school with grades that yielded bursaries and unlocked careers.
In one year one teacher took us from a class of spectacular losers to a class of impressive winners. Even those who had no mathematical talent at all.
And she taught us a lesson which has guided and shaped my life ever since: you can achieve almost anything in life - if you are prepared to work hard. But you may just have to work a lot harder than you can possibly imagine.
What this has given me over the years, is an unshakable belief that the unlikely is possible to those who believe. It is a matter of will, more than a matter of ability. It has enabled me to take on bigger challenges in life with self-confidence, because of that one lesson.
But she did more than that. By giving us a solid grounding in mathematics, she made it possible for us to become what we dreamed of becoming. How many people can claim to have dramatically changed the careers and future lives of a child?
This was my story. But every school has its own story. Most children still suffer with maths. And many teachers even struggle to either fully understand mathematics, or to teach it effectively and in a away that will inspire.
When I was at university a professor of hydraulic engineering made us first do exercises with chemical calculations. We could not understand why we had to do chemical calculations in a first year physical engineering class. His explanation was: I want to see if you understand the principle of percentages. Not one of us did. The system was trying to build walls where there were on foundations.
What the professor tried to show us, was that there are principles of mathematics upon which the entire universe is built - even life itself. If you understand the principles, then there is so much less you have to learn in life. You can figure a lot of it out yourself as you go along.
I have been in technological careers all my life. I have since seen that that everything in life is underpinned by mathematics: work, business, banking, personal finances. To the extent that children are equipped with good mathematical backgrounds, their lives can improve. Poverty can become prosperity. Struggling countries can become winning nations. And ailing economies can be made robust again.
But what do you do if only 1 in 100 teachers are unusually gifted in passing on the knowledge and inspiration of mathematics? The answer lies in technology. Today technology enables that one in a hundred teachers to be cloned and shared with dozens, or even hundreds of classrooms around the world. Through the use of video conferencing technology, a teacher like I had could rescue the grades, and turn around the lives of many other young minds.
Fortunately that kind of technology is already in use, it is affordable, and it is effective. And companies such as ours are excited at being able to help deliver it to school and learning institutions. Because that is the way to connect this world with the future, one bit and one byte at a time. Today a child can sit in a rural farm school classroom, and ask a question to a live teacher in another city. And a hundred other scholars in five other schools can benefit from the explanation given by the teacher.
With smart technology, the teacher can save the whiteboard solution with the click of a mouse, store in in the Cloud for future download, email it to her students, or let them copy it on flash disks. At home these children can replay the solution one step at a time - and refresh their minds to the logical progression of problem solving.
This is the future today. And for schools to have it now is not a matter of ability. It is a matter of will. All they need to do is ask for it. It may take a little bit of work and planning. But that was the lesson after all - almost anything is possible if you are prepared to put in a bit of work.
An example of how a maths lesson could be delivered with standard technology in use today. This is the kind of tools I wish I had when I was a kid.
How British schools are outsourcing maths tuition for better results
Further reading:
South African teachers battle to understand maths.
How online teaching is changing lives
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