Syllabus not to blame

EACH year the failure rate in maths in our State exams is observed and analysed to the point of tedious predictability. Suggested remedies include changing the syllabus and/or teaching methods. These suggestions might be considered logical and feasible if 88% of students were failing and 12% passing gloriously.

The situation, however, is reversed. So, quite clearly, the syllabus presents no problem for a huge majority of students who obviously are benefiting from excellent teaching.

So, analysts and researchers among you, I suggest a shift of focus and address the problem in its entirety, ie, consider all the factors in the equation and consequently a real solution may emerge.