No sight of mathematics kits promised to schoolchildren

Taking note of the low levels of learning achievement in mathematics among schoolchildren in the State, the government had announced plans to introduce ‘math kits’ to improve the situation, during the budget session of the legislature in February.

However, it has been four months since the announcement and the implementation is yet to begin.
Sources privy to the project told Deccan Herald that the file pertaining to the plan is still with the government and it is yet to give a go-ahead. The government has entered into a PPP (Public-Private Partnership) with Akshara Foundation, an NGO, to introduce the maths kits.

However, the two parties are yet to sign a Memorandum of Understanding (MoU), thus delaying commencement of work. “All the plans have been finalised and funds have also been earmarked. But unless the MoU is signed between the government and Akshara, we cannot proceed further,” said an official.

In select schools

Once the MoU is signed, the maths kits will be initially introduced in select schools, for classes four and five in the Hyderabad-Karnataka region for three years. “After three years, the government will take a decision based on the results, whether or not to introduce these kits in the rest of the State,” said the official.

The NGO will train a number of supervisors to become master trainers. They will, in turn, train teachers at the block and district levels of the select schools. The respective cluster resource persons and block resource persons will also be involved.

The Sarva Shiksha Abhiyan (SSA) in the State will be in charge of the programme. The official said: “Akshara will send the SSA a monthly report. The SSA, in turn, will send a quarterly report to the government.”

A practical approach

The aim of the maths kit is to impart better learning and understanding through a number of learning materials and tools, giving the subject a more practical approach.

The kit will contain 20 tools such as counters, abacus, blocks, fraction circles and clocks to enhance the learning experience and interest of children, while doing addition, subtraction, multiplication or any other maths problem.

Dr Vijaya Kumari, a mathematics expert and chairperson of the maths textbook framing committee, was recently invited by Akshara to review their plans.

 “As maths is an abstract subject, children need to learn through sensory means and doing so with these learning materials is a good step. However, just giving the kits will not help. There is a need for good facilitators in the form of teachers to help the children,” she said.

Recent surveys such as those of the Karnataka School Quality Accreditation and Assessment Council (KSQAAC) and the Annual Status of Education Report (ASER) give dismal readings of the mathematical abilities in schoolchildren of the State.

The findings of the first-ever KSQAAC survey conducted in 2013 show a maths pass percentage of only 44 in class five, 42 in class seven and as low as 34 percent in class nine. Similarly the ASER, 2013, showed that among children of class 8 and 7, only 44.2 per cent and 38.1 per cent, respectively, could do division.