Study reveals teachers too make mistakes in maths

Conducted by Educational Initiatives, the study analysed the mathematical subject knowledge of 1,357 teachers from 152 schools across India, the UAE, Oman, and Saudi Arabia and found the need for improved teacher training to enhance teaching efficacy in primary and middle grade mathematics.

The assessment focused on fundamental mathematical concepts such as ratio, proportional reasoning, algebraic reasoning, and estimation. The results were concerning: nearly 80 per cent of the teachers were unable to answer items related to these concepts correctly.

The study revealed that misconceptions among teachers were often as prevalent as those among their students. For instance, in the concept of ratio, only 15.9 per cent of teachers selected the correct answer, with a significant 58.9% demonstrating a common misconception.

Praveena Katragadda and Nishchal Shukla, researchers at Educational Initiatives, stated in their report, "The extent of misconceptions among teachers were almost as high as those among students. This suggests that teachers might be unknowingly perpetuating these misconceptions in their classrooms."

The study identified several specific misconceptions. One major misconception was that adding the same value to both terms of a ratio would maintain the ratio (e.g., from 6:8 to 9:11). Another was that the perimeter of a shape formed by joining parts is the sum of the perimeters of the parts. Additionally, many teachers incorrectly ordered decimal numbers by comparing the digits in the decimal part as whole numbers, leading to errors in understanding and teaching.

Reactions from the teaching community have been mixed. Many teachers acknowledged the need for regular upskilling but pointed to systemic challenges. "We are often overwhelmed with administrative tasks and tight schedules, leaving little time for professional development," said Anjali Rao, a private school in Habsiguda. "While we recognise the need for upskilling, finding the time is a significant challenge."

While some agreed that there is an urgent need for continuous learning. "Staying updated with the latest teaching methodologies and revising our subject knowledge regularly is crucial," argued Neelima R, another high school mathematics and physics teacher. "Better assessments and regular training sessions can help us become more effective educators," she added.

However, not all teachers were convinced by the study's conclusions. "One study cannot be the sole basis for such sweeping generalisations about teachers' competencies," said Fatima Begum, she added that there are many factors at play, and "we need more comprehensive data to draw such conclusions."