My use of math have long been reduced to simple equations. I’d slow down a pace and made sure I repeat each calculation thrice over for fear of missing a digit or two. My arithmetic teachers would not be pleased to know. Boy, I sure hope they don’t demand for my certificate back the next time we meet!
Speaking of arithmetic, I used to send Mr. Yang boiling. There were probably 20 of us in class. We raced to calculate strings of equations as many as possible. When the timer went off, we stopped altogether. The pressure was in getting answers right rather than rushing to finish them. Some students got many wrongs despite finishing fast and got a good shelling from Mr. Yang. As for me, my speed was average, not too fast but not slow either. However, my mistakes were in simple questions while getting all difficult ones right! Apparently, when calculating simple questions, I tended to slow down which caused mistakes to happen. Mr. Yang who thought I was playing around gave me an earful. When it came for us to learn division, Mr. Yang’s wife, Ms. Chen, noticed my unique ability. Seeing me struggle, she set me aside after class one day and taught me a special method. While others used the abacus for the two steps required in division, she taught me to retain the first step as a mental representation and used the abacus only in the second step. I could then calculate as usual and got answers right. But Mr. Yang always forgot. Once, he saw that I did not use the abacus entirely and scolded me real bad. I went crying to Ms. Chen, who spoke with her husband and explained to him why she taught me this method. Mr. Yang did not apologize, but silencing his thundering voice was already very good.
Mr. Yang and Ms. Chen are native Taiwanese who runs a Mental Arithmetic school in Subang Jaya until this day. We still see them around every so often. Nice people, but strict. I used to get a mild temperature on lesson days and would assume I was sick just so I could skip class. Although Mr. Yang’s students broke down from his roller coaster outburst, many preferred him over Ms. Chen’s silent approach. She never raised her voice or nagged at us. But a quick and gentle remark like, ‘How are you going to improve like this?’ would make you feel so bad, you pronounce yourself guilty without trial.
I graduated and departed from mental arithmetic school at 12 years old. But the same occurred to my general usage of math, or so it happened. The ‘A’ I got in my UPSR examination was the last. I could not learn any math in secondary school. Whether it was my inability to adapt with the new school, or that I could not see the blackboard well, still eludes me. My parents had never taken interest in my studies, so instead of finding out what happened I resigned and eventually believed that I wasn’t cut out for math. Later, when I returned to school after two major surgeries, my math halted entirely.
Now, before you think that I just wasn’t intelligent enough for secondary math, do remember effective education should be in sync with a child’s mental development. Since I did well in primary six and UPSR, and was among the better ones in Mental Arithmetic school, it is evident that I had no problem calculating. Something else had caused me this.
The university I am applying to requires either SAT scores or take two college level math subjects. Unfortunately, I have none. Two semesters ago, I signed up for Statistics but quit after the midterm exam. I wasn’t learning well in class, nor did other students but at least they could opt to memorize. Every one of those I’ve asked, memorized. So I deferred the paper, against the Head od Department’s advice. I never signed up for it again or take other math papers because they’re all taught by the same lecturer.
When I look back at my experiences in secondary school and the way this lecturer taught, I sense the reason why I couldn’t learn. Recall my Mental Arithmetic days, I got it right in places where others got wrong. I could not calculate with conventional methods and had to be taught differently.
That does say a lot about learning and development, doesn’t it?
Segi College’s American Degree Program raised the passing grade to 70 since January 2008. To get an A, one needs to achieve 90 marks and above. 80 and above for a B. and 70 above for a C. Anything below that fails.
I took four subjects in Spring. Guess what I got?
2 A 2 D.
It wasn’t by intention, but it happened this way - either a good grade, or none.
The As were taught by Mr. Leighton Buntain and Mr. Arivom respectively.
At least it shows that I can excel given the right system and learning environment. Malaysian education needs serious reform.
P/S: Segi’s marking system still has much room for improvement though.