We all know what a dramatic shift technology is causing in the world. The very way in which we live and work is going to be altered forever. For some people it already has.
A recent report from the World Economic Forum – titled The Future of Jobs – shows the world is going through a fourth industrial revolution; one that is changing the skills people need in order to make it in our brave new world.
Some jobs are disappearing entirely, while others are becoming more important, and brand new jobs that no one can think of right now will emerge.
Some of this change is already noticeable. Thanks to the advancement of technology, there is more demand for highly skilled workers and less demand for workers with more “mundane” skills.
This is the reason many workers are becoming disillusioned and are worried about not just how things are going for them now, but also what kind of future their children can expect.
One thing we can say for sure is that the workforce of tomorrow will have to develop the skills needed by the jobs of tomorrow if they want to succeed.
According to the report published by the World Economic Forum, the top 3 skills children will need in this new economy are:
By one popular estimate 65% of children in primary school today will ultimately work in new job types and functions that currently don’t yet exist.
This leads us to a very important question that every parent should ask themselves:
“Is my child being properly prepared by their school to become the independent thinker and problem solver they would have to be to thrive in the new economy?”
In my opinion, (as a maths education specialist, parent, and disillusioned school teacher) the answer is “no”.
It is sad, but true.
So many of our systems have evolved beyond what we thought was possible, even 10 years ago. And yet we still hold on to an educational system built more than 300 years ago
The classroom of today still works how it did back when the majority of people were farmers; when people needed to be able to memorise facts rather than be curious and experiment; when it was more important to be right than to learn by failing.
When I talk to parents and maths teachers alike, they all agree that it is critical for children to learn and develop maths skills. However, (except for a small group of progressive educators), most people find themselves unable to properly explain what kind of impact having – or lacking – a strong foundation of maths will have on the next generation.
One problem is that the majority of school teachers are not trained to teach mathematics and those who are, had been trained to teach maths the way it was taught hundreds of years ago. Teaching to the test and surface learning are major issues in today’s classrooms. Research has shown that both teacher-created and standardised state-wide tests are dominated by surface-level questions.
Another problem is that even those teachers with skills and knowledge to teach maths for the 21st century, are being held back by the system.
Back in my teaching years in schools, I was told off many times– whether by students, parents, or my supervisors – for challenging my students. Because I had given them something other than the basic surface knowledge and tested something other than memorisation.
I’ve lost count of how many times I was asked to dumb things down so that the weaker students can keep up, and to have lower expectations of my students.
I wanted to teach them to think for themselves and come up with creative solutions to unfamiliar problems. But I wasn’t allowed to do that.
It was obvious to me that my students weren’t able to grasp the concepts. I was asked to give them the information they needed to pass their tests, ready for them to forget everything they had learned just a few months later.
I knew that I wasn’t the only teacher that had found themselves in this vicious cycle. I knew that I had to do something about the problem myself. I needed to teach students to be able to think creatively and solve problems rather than just teaching them to memorise their formulas and pass their tests.
This is the main reason that I lost hope in the school system and founded the Maths Mastery Education. I was tired of seeing students underachieve because they had been let down by an outdated school system.
I created a system to maximise children’s learning and help them master maths concepts. It proved to be very successful for many reasons including the ones below:
Maths Mastery Method…
To discover more about what's going on in Victorian schools and why students are falling behind in maths click on the link below and download my free Parent's Guide.