Mathematics is a subject that evokes fear in most children. It is often seen as a collection of rules, theorems and formulas that have no relevance to everyday life, and that which have to be learnt only for passing exams. There is rarely any connection made between what is learnt in one topic and another. There are elaborate procedures that children learn, in order to solve problems, but the rationale for these procedures is seldom explained to them!

Secondly, real learning happens only in an environment that children are comfortable with. The textbook “language” of mathematics consisting of symbols and formulas intimidates children. Moreover, the “one-right-method” and “one-right-answer” approach of the textbook leaves little scope for exploration. There is almost no alternative material to the textbook, and no hands-on activities to learn mathematics. As a result, Mathematics, which in the beginning of primary school fascinates many children, is the least-liked subject by the time they reach high-school¹.

At the middle school level, a number of new concepts in topics like algebra, measurement and geometry are introduced. While many students finishing primary school have difficulties even with the basic arithmetic operations, middle-school math exposes them to a whole new array of problems. Some of these problems are linked to an inadequate foundation at the primary level, but problems also arise due to new concepts which require a different kind of thinking. A number of new abstract ideas are introduced at this level. A good understanding of these abstract concepts is critical for seriously engaging with Mathematics. Middle school mathematics thus builds on basic skills acquired earlier, but also lays a foundation for appreciating and understanding mathematical concepts which can be used in real-life situations.

What happens when this foundation is weak? As an example, “Area” is a topic that is important at the middle school level. Students learn how to compute areas for different kinds of shapes and geometric figures. However the process is mechanical, and what is learnt is merely a formula that leads to the answer. Seldom is there any reflection on why the formula is what it is, and no attempt is made to link the concept and the formula through concrete examples. During an informal interview with recent B.Sc graduates in Mathematics, it was found that more than 50% of the candidates could not give the correct answer to a problem that asked for the area of a rectangle, given its length and breadth! Some of them pointed out that it is “some formula”, that they are not able to recall it “at the moment” and that given sufficient time, they would be able to prepare (read “memorize”) for the interview and answer the question correctly!

If such is the situation with students who have been continually exposed to formal mathematics even after school, one can readily imagine the pointlessness of school mathematics for the majority of school children who drop out of school after the 8th class. There is an urgent need to make mathematics sensible, enjoyable and exciting so that students feel comfortable engaging with the subject.

¹(According to a survey by the Kerala SCERT)

Mathematics learning can be made fun and exciting for children, through activities, puzzles and games. When children do hands-on activities, their interest for the subject increases manifold. In addition, puzzles and paradoxes intrigue children, arousing curiosity about concepts that they might not be motivated to learn otherwise.

Accordingly the two main goals of the mathematics programme are:

1. To improve conceptual understanding in mathematics through hands-on activities and games.
2. To create excitement and curiosity in mathematics through simple, yet intriguing puzzles.

1. To design a variety of mathematics activities using hands-on self-learning kits, and develop these kits for distribution to schools, villages and tuition centers.
2. To develop a large number of puzzles, paradoxes and illusions that intrigue and challenge children.