Fast forward to a scenario without a strong foundation in Maths - No I am not referring to the careers of an Animator, a special effects Director, a Computer Scientist, a Forensic Scientist or such like - I am talking about basic common-place jobs that are sought after by the vast majority of us - nursing, plumbing, gas engineers, electricals, DIY, tailoring - you name it.
Nurses who are unable to calculate dosage levels or fluid retention levels, trainee plumbers and engineers who are unable to handle conversions and measurements - these are professionals I would need to trust with my life in some cases - and knowing what I now do about their lack of Maths skills would make me very cautious.
Similar glimpses of Maths despair can be seen in GCSE students. How have they been allowed to progress through 5 years of Maths education without being picked out as needing additional support? Why are the most fundamental of Maths concepts such a challenge that drives them to fear, tears or loathing at the very thought of solving a Maths problem?
The issues therein are endemic and certainly difficult to fix in a short time. A lack of basic understanding of fundamentals, inability to apply logical and tangential thinking across problems, a diffident attitude towards extrapolation and application and an inability to comprehend the application of Maths to life problems is at the root of it all. I believe that the subject has been taught without imagination, without breadth of explanation and with almost an apologetic approach to pushing beyond comfort zones.
Statistics thrown up by the latest study conducted by the Royal School of Arts is alarming - one in four adults in England cannot do basic calculations. England's Maths education is not fit for purpose and risks damaging the economy. Nearly half of our students fail to achieve GCSE grade C and above ! ... and much more.
Not surprisingly the answer must lie not just in the teaching methods but also in the teacher. While it is important to seek common-sense solutions - such as to arrange additional classes to fix the Maths standards of students who are falling behind or to pick up and address the lack of understanding or interest as they crop up, there is a much more intense journey to be undertaken.
The word 'pedagogy' as teachers understand it should not just be about teaching - rather it needs to be about an educational journey, an inter-relationship between the teacher and the taught leading to a resolve that enables individuals to pursue worthwhile lives. Perhaps this will then give teachers more freedom to call on and apply means and resources to teach Maths skills beyond 'test/exam' standards.
But do teachers have the time and the means to implement this? Do they have the freedom to teach Maths skills beyond 'test standards'? Are there sufficient pay incentives? Well these though are a subject of another discussion.......
Are you a teacher, an educator or are you interested in education? Your views and comments would be most welcome......