How do you think and feel about using numbers?

I feel great about Maths but the way it is taught is very poor.

Why is it that Asian countries are great at Maths but we are not? Because it is taught by people who do not like Maths and who are not good at Maths. My daughter's friend was a primary teacher, yet her Maths skills were very poor. 

How do you become a primary teacher? Do a degree in ANY subject, do a PGCE and then teach. How can you teach percentages if you do not understand them yourself?

Who can teach Maths in secondary school? Again do a degree in ANY subject, do a PGCE and then teach. Maybe if we had specialised people teaching it, the outcome would be better. (I know a teacher who has a degree in Geography and taught Maths at school). 

If you want to teach anything, you need to know more than the learner. Even to teach Functional Skills, you hardly need any qualifications.

But government likes to keep people stupid so that will never be reformed.

Are UK schools using the best range of methods for teaching maths to primary students? I was shocked when a tutor told a friend that she could not get her son up to the level for prep school entry in one year. The state school her son attends is highly ranked for its maths teaching, and her son is top of the class for all but 2 subjects (one is PE), and is top in maths.  Yet this school is so behind the private sector achievements for his age group that the tutor could not get him up to speed for the entry exams.

How is maths taught to adults? Are the different ways people learn taken into account? 

Maths classes should be free for low income adults who need or want them.

I did poorly in maths in secondary school and thought of myself as someone who wasn't good with numbers.  I don't do maths in my head the way some people can but the jobs I had forced me to use numbers.  This gradually made me more comfortable with numbers and come to appreciate 1) that there are so many things we really don't understand without quantitative analysis and 2) in many situations we need the numbers because our impressions are incorrect. 

To improve and skills and confidence of people who avoid anything mathematical, or struggle with it we need to provide a supportive environment, with practical issues, not race too quickly through the concepts.  I'm not sure it can be successful without 1:1 learning.  And let people use calculators!   

Maths is vital for every one, be it shopping, filling the car, cooking, modern appliances, money etc, etc. It is also enjoyable in playing games and doing puzzles (ie Soduku). I am worried that too many people rely on machines and can't add up simple sums in their head. I think I use maths in all parts of my life - budgeting, especially nowadays, keeping tabs on my home accounts, which I must do for paying and keeping control of my bills. You cannot afford to pass over your mathematical responsibilities to anyone else - you need to be in control. I worked in banking so I consider my abilities adequate for my needs, but when I find something I need help with, I pretty much know where to look. But anyone who is not confident with figures, needs to seek assistance so they can become proficient and confident. They are the ones needing easily accessed information and encouragement.

• What one word would you use to describe how you feel about maths? Why? I enjoy maths - it’s fun and useful.
• What, if anything, made you like or dislike numbers and maths?  maths gives an interesting perspective on things & is an enjoyable intellectual exercise.
• What are some of the ways that you use maths in everyday life, at work or at home? Cooking, shopping, at work… everywhere!
• What, if anything, is stopping you from improving your numeracy skills? What might hold you back? Nothing holding me back apart, possibly from time available. I’m happy to learn new maths skills. Indeed, this evening, I was trying to get my head round Lagrangians. 
• What, if anything, has helped you feel more confident with numbers? Using them.
• Would you know where you can access maths courses for free?  Please share. Khan Academy, on line. They are brilliant for all levels.

1) Great

2) I enjoy solving problems, removing the stigma that math is difficult and peopel cant do it. Also confusing math and numercy, numeracy is vital for everyday life to understan simpel numericla concepts, but math is study and application of scinece, numbers, geometery etc  

3) All the time, everyday working as an engineer this is my job, then this transfers into analytical modelling, financial management etc 

4) Time is the greatest obsticle to not progressing my skills

5) Day to day working with numbers improved confidence

I do agree hat numeracy is liberating and enabling. I myself did not have to learn my tables, and performed poorly in maths compared to other, better developed skills in literacy and music. People enjoy what they are good at, in the main. I was able to get a maths O level, but never felt inspired by it at school, but despite this I am good at logical thinking, and I was using mainframe computers at work ( connected by a telephone modem) in my early twenties. Then I retired from “wage slavery” to be a musician, making myself so poor that I had to do my arithmetic! Nowadays, in my sixties, I am still learning new IT  skills (well, it keeps changing, so we have to keep up). Mental arithmetic is what I should have worked on when I was younger. Learning by rôte is old fashioned and boring but it works.

1 Love it.  It's a superpower

2. Like to learn, and success encourages more learning; like to solve problems

3. At work - used it to size computer systems appropriately, in business forecasting, business modelling, business planning, market research.  Also currently employed as maths instructor at a maths learning centre.  At home, keeping track of household financials, evaluating financial decisions & investments, assessing best value for money, planning household projects

4. All the other things l want to do.

5. Repetition through everyday use

6.  There are many online maths resources available.  A daunting number.  What would be of real use is some kind of professional categorisation and quality/useability assessment of what is available to guide students and public to the most appropriate resource for them. 

In general, I tend to think there is a distinction between the capabilities required for competence in arithmetic, numeracy, and maths, although I guess they do tend to go hand in hand in individuals.  Arithmetic or basic calculation is essential for everyone both in terms of the ability to approximate & achieve accuracy. For example, to manage personal/household finances.  To me, numeracy implies a somewhat deeper capability such as analysing situations, identifying patterns, drawing conclusions, making decisions, and solving problems using mainly numerical data.  The collection, manipulation, presentation & interpretation of data (or Statistics & Probability) - is a key skill.  Excellent numeracy is critical to running your own business and increasingly of wider importance in a world full of scams & contradictory assertions and justifications frequently based on erroneous premises and the misuse of numerical data.  (I get the feeling that rigorous critical thinking is a skill very much in decline right now and numeracy should have a big part to play).  Both arithmetic and numeracy competence is greatly enhanced by the ability to do "mental arithmetic".  In the 1950s, every school day started with a mental arithmetic test!  It enables people to think faster & more accurately on their feet when required.  More advanced Maths is as much a way of thinking about problems. as a language for analysing, modelling & answering less numerically intensive questions about the real world or abstract propositions.  But I honestly don't see much need for post GCSE maths for anyone not going onto study STEM subjects at university or pursuing careers in science, engineering, or technology.

Good day for everyone!

I`m Ievgeniia Ivanina, CEO of Eugeniustechnologies ltd. Also I`m a scientist, inventor and developer of J-Healer,- family of digital products aimed at reorganising society and improving the quality of life in the areas of education, upbringing, medicine and society.
Link: https://www.linkedin.com/in/ievgeniia-ivanina-6687791a1/

After successful implementation - the opportunity for free access and education - will be open to the entire population of the planet, including Londoners.

For me, mathematics is the foundation of basic education, as well as the basis for the development of logical and strategic thinking of the individual.

For me, the question of "love for mathematics" is a question of "love for the discipline", the discipline of thinking.

On the basis of mathematical knowledge - namely, daily, step by step, (basic and higher education with mathematics disciplines) - by studying mathematics, a person not only develops his thinking and begins to apply mathematical knowledge easily in everyday life, but, moreover, knowledge of mathematics is the key to strategic thinking and planning.

Every time a person crosses the threshold of "understanding" - by solving mathematical problems - he expands the boundaries of his thinking.

Knowledge of mathematics is a basic requirement for an educated, literate person who wants to drive progress and society forward.

Knowledge of mathematics is the basis of everything around us: it is the basis of the sensational "artificial intelligence" - which is actually a mathematical algorithm and an automated database with an identification function; mathematics is all around us in construction, architecture, medicine, aviation, industry, cooking and commerce, even in art and sport, etc.

Mathematics is the basis of precision, statistics and economic prosperity.

Mathematics is the basis of super-intelligence, a true politician and diplomat - who can see from a mile away and evaluate the adoption of the right decision with a far-reaching perspective.

You can talk about likes and dislikes of mathematics. But as with any discipline - by overcoming our own barriers, in this case our own understanding - we end up reaching a new level of development and perfection. As individuals and as a society.

Study mathematics, study the exact sciences, study the natural sciences, study the arts - fight your misconceptions and broaden your horizons. After all, the well-being of the population is, in general, the well-being of the nation.

I, will be happy to consider the possibility of helping the London community and the World as a whole through the implementation and assistance in the development of my projects.

Kind regards,
Ievgeniia Ivanina
CEO Eugeniustechnologies LTD
https://www.linkedin.com/in/ievgeniia-ivanina-6687791a1/

Schools should ensure that everyone can deal with Simple arithmetic. I spent lots of time learning things like quadratic equations which I have never used again. (I accept that there are many jobs where these are necessary).

It when I started working (in advertising) where I needed to use numbers in negotiations that I realised that I was quite good at mental arithmetic. I would imagine that there are many people who think that they are not good at numbers but are brilliant using mental arithmetic to play darts or assess gambling odds. This use of numbers is probably unacceptable in an education establishment but is much more relevant to people's lives. (I have to admit that I ran the pontoon game when I was at school).

A word for maths for me is a gateway. I have always tolerated maths and did well at in school but never really liked. The theory of maths was useful and learning to get a grade 7 or above at GCSE or good proficiency at A level should be more than enough. The numeracy ability and the ability to understand graphs would be vital for life. One way to make this better is reducing the amount of complicated algebra in foundation maths which is not designed for people trying to do a carer in maths but rather for people focusing on non STEM focused carers. But focusing on numeracy and graphs and other ways of expressing data could be more important. Transformations or higher maths theory may not be applicable for a foundation GCSE and could be made higher only.

This would make schools focus more on numeracy and graphical methods. The honing of these skills and increased focus on them at an early age could make it more memorable for people and meaning that people will value their maths education more and forget less. For A level and Higher maths transformation, quadratic sequences, loci and others are all relevant and needed for A level or Degree mathematics but for people doing foundation and non STEM subjects it is simply not useful and causes people to value all of maths less useful.

I tolerate maths and will do it for an A level because the skills and higher numeracy would be needed for the type of employment I want to gain. But others do not and will tune out if they are being taught something they will never use again. Also maths education past GCSEs and not going for a STEM carer carries a stigma and lots of people do not attend them primarily they do not know these exist and because people simply are either too busy or not willing to make the effort to go to them. Also removing non calculator papers in 2023 would be a good idea as everyone will always have a calculator and calculator skills are something that is chronically under taught in school.

I love maths, I moved to London to pursue a PhD in maths, and I use maths in everyday life because I'm a lecturer in computer science.

I do think that I'm unusual and I'm very interested in maths education and how we can better teach and learn maths.

I've always liked Maths, possibly helped by being good at it. My teachers were really good throughout my education as well - I took it up to degree level. I think when younger I used to enjoy the patterns in Maths and the Maths related patterns in the world and later the problem solving elements of it. I do enjoy theoretical Maths, but it is also good to be able to use real-world applications - it is part of my job as a transport modeller these days! 

My mental arithmetic maybe isn't always as quick as it was, but then I've got spreadsheets and calculator on my phone if I need them

I think one thing we do need to work on is to stop it "being cool to be bad at Maths" - this really doesn't encourage people to do it/enjoy it. So many people joke about being bad at Maths or it being hard which i don't think helps encourage people to stick at it even when they are good at it. Even the email I got sent a link to this in was headed "hated maths at school?" If the default is hating Maths, it being hard, and it being "trendy" to be bad at or hate Maths then how are we to expect people to realise they might actually enjoy it, it might actually be easy (or not as hard as expected) or be cool? 

I did maths all the way to A2 level.

the issue with maths at school is too much time is spent on complex algebra, circle and triangle theorems etc and not enough time is spent on day to day numericals that people will rely on in their ordinary lives. 

we also need to identify and challenge the mental blocks/anxiety people have when it comes to maths as in practice it’s not always that hard and people can do it if they are given the right training and encouragement 

When I hear the word maths I panic.  I moved between US and UK at a critical time for maths O’Level and missed out all the basics beyond long division and multiplication. No algebra, nothing. Even with private tuition, I failed.  I’m actually not bad at the basics but anything complicated I can’t do. I sew so use maths for that and have to measure several times. I cook and often have to adjust measurements and that is mostly ok. Of course percentages are very useful but I can’t do a quick calculation unless everything is a multiplication of 10. So 37% of a number would floor me. I might get an approximation. 

I did go on a course to take a GCSE but quit half way through. I don’t remember why as I was actually not bad at it, it turns out, and was asked to mentor another student. I was 25 years old than everyone else so that was difficult. I would do an online maths course now, thinking about it. 

At school I felt like quite a bit of maths is pointless for everyday life and I feel the usefulness of maths could be better explained to students and more related to their lives but also what they would like to do in the future.  

* What one word would you use to describe how you feel about maths? Getting-by. Why? I'm slow and often need pen & paper or a calculator. But I'm careful and create rough estimates of what the answer should be, so usually avoid howlers.
* What, if anything, made you like or dislike numbers and maths?
I seem to have a number blindness, or rather slowness. I get there in the end, usually accurately, but far too slowly. Also, had dreadful maths teachers, a couple quite sadistic. One used to go around the form each morning asking mental arithmetic questions. I was always far too slow, so got the cane across my hand. One day I put out my hand even before he asked his question, and got both hands beaten for insolence. I now have a dread of mental arithmetic and just go blank when asked even the simplest calculation, which, without the panic, I would normally get right, perhaps a little longer than average.
* What are some of the ways that you use maths in everyday life, at work or at home?
Fortunately, my job rarely required me to do any fancy calculations. I would use spreadsheets and get help from colleagues if something important and complex came up. At home, occasionally measuring for DIY; otherwise just estimating and comparing costs, e.g. calculating costs over time, relative costs, value for money rather than cheapest, proportions, estimating, checking invoices, or querying statistics; I use spreadsheets a lot and enjoy their ease and power of calculation. I particularly like generating graphs.
* What, if anything, is stopping you from improving your numeracy skills? What might hold you back?
I'm retired now and seem to have got by. My income and expenditure now tightly matched, so need to keep a closer eye on accounts and move money if there is an unplanned large outgoing, like car repairs or new glasses.
* What, if anything, has helped you feel more confident with numbers? Giving myself space and time to double/triple check method and results. Using rough estimation to get sane results, if calculations are complex. Just accepting I'm slow, but sure.
* Would you know where you can access maths courses for free? I'm very good at Internet searches.

an essential skill in understanding the world we live in.

Www.futurelearn.com  has a number of maths courses, free to take but time limited access to course material, so either download what interests you or make your own notes as you study...

Duolingo the free app for learning languages has a spinoff app called Duolingo Math. This is a basic numeracy course covering Addition and Subtraction,Multiplication,Division,Fractions,Area&Perimeter,Place value,Geometry,Measurement,Decimals.

OpenLearn online free courses in maths, run by the OpenUniversity... www.open.edu/openlearn/science-maths-technogy/free-courses

lots of other online free course, just google "free maths courses" !

My family seems to have facility with maths, across several generations. 

In primary school we played shop, using LSD, lb, guineas, feet and inches, miles, furlongs, chains, acres, so we were regularly using different bases - 12 pennies in a shilling, 20 shillings in a pound (money) 16 ounces in a pound weight, 14 pounds in a stone, 8 stone in a hundredweight, 12 inched in a foot, 3 feet in a yard, 22 yards in a chain, 10 chains in a furlong, 8 furlongs in a mile!  It made use of all those times tables we had learnt by heart.

But one of my sisters was not blessed with the maths gene - and I know how hard it was for her to manage numbers. So I see a need for careful nurturing of those who have difficulty with maths, because it is vital in our day to day living... especially with everything changing price all the time.  It is a money saver being able to recognise when a larger packet is cheaper per unit than a small one, when a buy one, get one half price deal is not such bargain.

So let us all help each other learning essential maths skills