MATHEMATICS IN N.Z.

Greymouth Evening Star, 16 January 1941, Page 8

MATHEMATICS IN N.Z.

PROFESSOR’S CRITICISM. New Zealanders joining the air force and those training for the higher ranks in the army are said to find themselves greatly handicapped at the outset through the low standard of mathematics taught in schools, To make up for this deficiency. trainees for active service, particularly for some branches of the air force, have been conapelled to spend much time and effort on intensive mathematical study. That the neglect, of mathematics is a serious matter was the view expressed by Professor H. G. Forder, professor of mathematics at the Auckland, University College, who said: “Mathematics is a key subject in our university work. If it is weak physics, chemistry and engineering all necessarily suffer. It is important in all branches of modern industry where machines, electricity, or radio are involved, and it need hardly be pointed out that it is now an essential weapon in our defence.” Commenting on the low educational standard for mathematics in the Dominion, Professor Forder continued: “I have referred at various times to the position, both in the secondary schools and at the university, and have pointed out that the standard can be improved only by a long-term programme extending over many years. Unfortunately, it is likely that the position will grow worse in some quarters in the immediate future.

“In comparing the work here with that in England the following points may be mentioned. Boys enter the English schools at the age of 11 upward and immediately begin the study of algebra and geometry. They take courses equal to our university entrance examination standard in four years. The papers set do not appear to be appreciably harder than those set here, but from my experience in England and in New Zealand I have no hesitation in affirming that the standard- of passes in England is very much higher. Indeed, in New Zealand it is possible to pass the mathematics papers with very little knowledge. Examiners seem almost afraid to fail candidates. HIGHER ENGLISH STANDARD. “At later stages the difference between England and New Zealand is so great as to be almost incredible. Take, for example, the entrance scholarships to our university. The two papers set on pure mathematics are very little ahead of what entrance requirements should be; for candidates with mathematical talent there is a paper on additional mathematics which, though in comparison very hard, bears little resemblance to what is required in England, where the standard of mathematical scholarship papers can only be compared with our final papers for the ordinary university degree, and where both pure and applied mathematics have to be taken.

“In New Zealand secondary schools applied mathematics is presumably hardly studied at all, judging by the number,of candidates who take it in the entrance scholarship examination, and this is a serious matter from a national point of view. “For these reasons much of the work done in the university here is in England done in the secondary schools, and till recently that could be said of practically the whole of the mathematical work done in the university. I am glad, however, to be able to say that in the last few years, because of extra assistance having been given to the mathematical department at Auckland, we now put on lectures of undoubted university standing, and they are much appreciated by oui’ best students. “In comparing English and New Zealand secondary schools, it must be borne in mind that, after the age of 15 or 16, the course in England is

highly specialised; the Board of Education makes special grants for advanced courses so that teachers of the highest attainments can.be appointed, and the classes are small, often containing only four or five members. “Progress here will be achieved only if a similar policy is put into force and if the younger men who leave the university are given an opportunity for more rapid promo--tion, and if no one is allowed to teach

mathematics unless he has properly studied the subject up to stage three of the ordinary degree. “New Zealand is surely unique among civilised countries in having no honours courses in the propel sense. The products of such courses would revitalize and reform the secondary school teaching. “But instead of progress we run the risk of a setback. Already the alleged neglect of arithmetic in the primary schools is causing secondary teachers much anxiety; and if the entrance examination is abolished and an inadequate test is imposed as a condition for entrance to the university we may find some day that we have to do at the university what the primary schools should do, as well as what the secondary schools should do. “However, in the university we are doing our best and are making some progress. There is also good work being done in some of our secondary schools in spite of all the drawbacks, but the general level of mathematics at all stages in New Zealand is far too low, and should be raised at once.”