Preparing for the exam
Clement Radcliffe, Contributor

It is my pleasure to welcome you to the Caribbean Examination Council (CXC) study guide series for this school year. After the fluctuating performances over the last few years, I am hoping that we can begin a trend of gradual and sustained improvement. The results for June 2008 suggest some improvement. Certainly, the examination has been less challenging for those who are involved in conscientious preparation. I, therefore, implore you to join me as we study together during this year. Please be assured that the material to be presented will go a far way in supporting your efforts.

I must remind you at the outset that mathematics is not a subject to fear; rather, it is a subject that will bring you immense pleasure as you learn the various concepts and solve question after question. In assessing students' performance in the past I, like many other examiners, am of the view that too many students are ill-prepared for the examinations. We also feel that since the examination papers have been quite straightforward, students should achieve better-quality results.

Experience has confirmed that weaker students wait until it is too late to begin adequate preparation. Studying math is quite unattractive to these students, so they postpone their involvement as long as they can. Let me remind these students, however, that they can begin by emphasising the recall and method levels - that is, recall of facts, do calculations and apply methods, for example simultaneous equations. Problem solving can be developed later with practise.

To have you adequately prepared for the external examination, I urge you to get the following materials:

SYLLABUS

This will inform you of the following:

• Structure of the examination
• Details of the specific objectives, etc.

The syllabus is available at schools or the CXC Western Zone office at 37 Arnold Road, Kingston.

TEXTBOOKS

You may select from any of those available on the market. Use the one with which you are most comfortable.

NOTEBOOK

A hardcover book or folder is recommended. Students must ensure that work done throughout the course is kept together so that it may be reviewed at any time. The recommended format for each topic is as follows:

Topic: Date: Brief notes:

PAST-PAPER QUESTIONS

Available in bookshops.

RESOURCE MATERIALS

• Media publications, for example, weekly CXC study guides in the Youthlink.
• A wide variety of model answers.

INSTRUMENTS

Mathematical instruments and a calculator which can be used in Paper 2.

This is a comprehensive list of the materials which are required and must be used regularly.

To all tutors of mathematics, let me remind you to motivate your students. Motivation is the most effective approach in dealing with a student's fear of the subject. This strategy requires the continued effort of both parents and teachers and may be achieved through the following:

• Constant encouragement
• Offers or rewards when earned
• Gentle persuasion where necessary
• Firm insistence that they stay the course when there is evidence of tardiness
• Ongoing involvement in the practice of problems of increased level of difficulty
• Constant review of topics done in the lower forms

Of those listed above, practice is the most important strategy. The careful selection of questions should result in some success. This will build the self-confidence as students attempt more difficult problems.

I wish to use this opportunity to commend those students who did well in their examinations. I suspect that the successful ones were those who were diligent in their preparation. To those who were unsuccessful, there is still another chance. You may wish to register now for the January 2009 sitting of the examination.

As you are no doubt aware, the mathematics examination has two papers:

Paper 1 - 60 multiple-choice items

Paper 2 - essay-type questions divided into TWO parts:

Section I - 8 compulsory questions

Section 2 - 6 optional questions from which to select TWO

The syllabus states the specific objectives which are tested in the various papers and sections.

In the examination, you are tested on how well you have learnt the specific objectives which are stated in the syllabus. Owning a syllabus is, therefore, not an option. A distinction in mathematics is equivalent to having a comprehensive knowledge of the subject.

Let me once again reaffirm how critical it is to use the specific objectives as a basis for your preparation.

Please attempt the following multiple-choice items.

1. Write 4 as a decimal.

(a) 0.8

(b) 0.08

(c) 0.008

(d) 0.0008

2. 25 + 3 0 =

(a) 31

(b) 30

(c) 32

(d) 33

3. 39.96 x 0.5 is approximately

(a) 0.2

(b) 2

(c) 20

(d) 200

4. If 3n is an odd number, which of the following is an even number?

(a) 3n - 2

(b) 3n + 2

(c) 3n + 4

(d) 3n - 1

Once again, I wish you all the best as we embark on this important journey together.

Kasey Carr uses a compass to do a geometry problem, during a math class at Bridgeport High School, recently. - Anthony Minott/Freelance Photographer

Clement Radcliffe is the principal of Glenmuir High School in May Pen.