Dear Editor,
The current national concern regarding the dismal math test results, which has prompted presidential commentary, underscores a pressing need for a more profound and analytical approach. Comprehensive analyses or consultations with students about the root causes of their difficulties with mathematics seem conspicuously absent.
Reflecting on my educational experiences, I failed to pass the CXC math examination, securing only a Grade Four. Despite excelling in other subjects, including chemistry and physics, my math education was marred by the inadequacies of my teachers, especially in Forms Four and Five. My Forms Four and Five teacher at a prominent high school in Georgetown spent more time disparaging our abilities and character than imparting mathematical knowledge. Nevertheless, I chose not to let this experience define my potential or self-worth.
I pursued higher education within Guyana and abroad and am poised to begin a PhD program next fall. I took statistical courses at university, both undergraduate and graduate levels, and did well despite the trauma of my high school experiences.
Instead of merely lamenting the poor math scores, we should engage directly with students to understand their challenges in learning mathematics. Such inquiries may reveal underlying issues that necessitate substantial and systemic reforms within our education system and societal frameworks—reforms that demand genuine action rather than “a bag of mouth.”
Sincerely,
(Name and Address Provided)
