By Shaquille Barrett 
Ever had that moment where you ask a student a simple math question, in service of a larger, more complex problem, — something like “What’s 9 times 8?” — and you’re met with a blank stare, followed by an awkward silence? As a math teacher, it’s almost like déjà vu. Here’s the reality that some might be too polite to mention: many of our high school students, even those on the brink of taking CSEC exams, struggle with the basics. We’re talking addition, subtraction, multiplication tables, the very foundations that math is built on. And yet, somehow, these students are expected to solve quadratic equations, calculate probability, and interpret graphs for high-stakes exams. It’s like asking someone to sprint before they’ve even learned to walk.
Why Are We Here?
Let’s break it down, shall we? Somewhere along the line, these foundational skills — skills that should be locked down in primary school — slipped through the cracks. Maybe it’s a combination of the “move along” culture, where students get passed from one grade to the next without mastering the essentials, or the heavy focus on “curriculum coverage over all”, where conceptual understanding is thrown out the window in favour of attempting to touch on as many objectives as is outlined in the curriculum in the time dictated. The result? By the time these students hit Grades 9, 10 or 11, they’re expected to tackle problems that are miles out of their depth.
Imagine this scenario: A Grade 11 student who can’t add two numbers with or without counting on their fingers or who goes blank trying to recall basic multiplication facts. Yet this same student is sitting down to solve simultaneous equations. It’s almost laughable — if it weren’t so frustrating. And let’s be real: this isn’t the student’s fault. It’s a system issue, a gap that’s left them in the lurch with an exam looming.
The Domino Effect of Missing Basics
What happens when students don’t have basic numeracy skills? Let’s start with confidence — or, more accurately, the lack of it. When students can’t answer simple math questions, they lose faith in their ability to understand anything math-related. This fear and frustration then snowball, turning math class into something they dread rather than a skill they can actually use.
And then there’s the impact on other subjects. Because, guess what? Math is everywhere. Science, geography, economics — they all require math, and without a handle on even the simplest calculations, students end up struggling across the board.
The Exam Dilemma
Enter CSEC. This isn’t an exam you can just bluff your way through; it’s demanding and unforgiving of weak basics. So here we are, preparing students to answer questions on trigonometry, statistics, and matrices when some are barely confident in addition or multiplication of simple integers. And the exams don’t take pity on unprepared students. The questions won’t ask, “Can you multiply?” They’ll expect it as a given.
Now if our students can’t even answer basic math facts, how then can they be expected to apply those facts to complex, multi-step problems? And if they walk out of every exam, whether internal or external, feeling like they’re never going to understand math, how does that help them in the real world?
Where Do We Go From Here?
Fixing this problem isn’t just about adding more Math sessions on the timetable, as would have the Ministry. It’s about rethinking how we approach numeracy from the ground up. Somewhere along the line, we lost the hands-on, practical side of learning math — the side where math wasn’t just numbers on a page but something you could see, touch, and apply.
Imagine if students could start from the basics with interactive approaches that allow them to engage with numbers in real, meaningful ways. Instead of just memorizing facts, they could connect math to real-world activities, building their skills from the ground up. There’s a place for rote learning, yes, but we must couple it with real understanding.
Maybe, just maybe, if we took a different approach to teaching math — one that allows students to build confidence with the basics before diving into the more complex stuff — we wouldn’t be in a place where Grade 11 students feel like they’re drowning in the math classroom.
So, Here’s the Real Question
If the basics aren’t sticking, why are we racing to the top without securing the foundation? And if students can’t do simple arithmetic by Grade 11, isn’t it time we rethink what we’re doing?
At TANGENT, we’re ready to get back to basics in ways that actually work, so students don’t just pass math — they understand it. Because when they leave the classroom, they’ll need more than a passing grade to succeed. So, what are we waiting for? Let’s rethink, rebuild, and finally give our students the numeracy skills they deserve.