For many decades the method of teaching numeracy and mathematics to children in infant schools in the West has been based on the theories of the Swiss developmental philosopher Piaget. He claimed, on the basis of research with learning-disabled children, that young children had to go through certain stages of cognitive development before they could safely be taught algebra and other mathematical skills.
Russian mathematicians, for generations among the most advanced in the world, have long argued against that narrow view of children’s potential. They introduce Russian children to algebra - which has much to do with combining logic and numbers - right at the outset of their schooling. The results are so impressive that the vast educational systems in China and elsewhere in Asia have followed suit.
Piagetian hypotheses may limit maths progress Unfortunately some interesting Piagetian hypotheses have become become the holy grail of infant teaching in much of the West, especially the US and Britain. Teachers have to follow prescribed curricula that ‘protect’ young children from being introduced to algebra and other mathematical manipulation. For a variety of reasons, including the dominance of Piagetian theory in early education in the West, the mathematical abilities of 13 to 14 year olds in the USA were 15th down the list of advanced countries in international tests carried out in 2003; the abilities of English and Scottish children in those same tests were ranked 18th and 19th.
Some parts of the US are now experimenting with this ‘new’ approach of allowing children to start on algebra from the beginning of infant schooling. There do not appear to be any official decisions on curriculum reform in this area in the UK, as yet.
Ref. empowerment 001, ECDC. Sources: Monthly journal Prospect (Jan. 2007) and elsewhere. 01.07
Copyright: ECDC/PCEO Bristol UK 2008
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