Drill, Examinations and the Learning of Mathematics

This paper presents an overview of the fmdings of three masters-level research investigations that the writer supervised during the period 1998-2001. Each investigation was based on a "multiple perspectives" design, and analyses revealed that most of the Bruneian secondary school children who were taught mathematics in the traditional "skill­ drill" way did not learn much mathematics. Data from the studies suggest that emphasis on preparation for forthcoming tests and examinations does not result in students achieving a genuine understanding of mathematical topics. Lim's (2000) summary of a didactical contract between Bruneian secondary mathematics teachers and students is presented. It is argued that the teachers and the students, and indeed whole school communities, are continuing to exercise uninformed faith in a method of teaching and learning which is not "producing the goods."