challenges in the teaching and learning of m in stem: the way forward. michael-anthony c....
TRANSCRIPT
Challenges in the Teaching and Learning of M in STEM: The Way
Forward.
Michael-Anthony C. Dobson-Lewis, M.Sc.Ed.Senior Lecturer, Education DivisionFaculty of Education and Liberal StudiesUniversity of Technology, JamaicaMay 13, 2015
Presentation Outline.
• Introduction• What is Mathematics?• Three Major Questions• Students’ Performance in Mathematics• The Problem: Mathematics Crisis• CXC Initiatives• Ministry of Education Initiatives• Solutions/Recommendations
Presentation Outline.
• Reflections/Questions/Answers/Comments• Concluding Remarks• References
Introduction.
• The teaching and learning of mathematics is a challenging, and exciting adventure.
• It has its dangers, successes, discouragements and delights.
• Its difficulties and its pleasures are derived from the subject matter, the students and classroom situation.
Introduction.
• The learning of mathematics is very dependent on good teaching.
• To know mathematics is one thing and to be able to teach it, to communicate it to those at the lower conceptual level, is quite another.
• Many students acquire at school a lifelong dislike, even fear, of mathematics.
What is Mathematics?
• Mathematics is much more than arithmetic, the science of numbers and computations
• More than algebra, the language of symbols and relations
• More than geometry, the study of shape, size and space
• More than statistics, the science of interpreting data and graphs
What is Mathematics?
• More than calculus, the study of change, infinity and limits.
So what really is Mathematics then?
Mathematics is:1.a way of thinking2.a language3.an organized structure of knowledge4.the study of patterns5.an art6.a science (Johnson & Rising, 1972).
Questions.
1. Why do students continue to perform poorly on internal tests, national examinations and regional examinations (GFNT, GSAT, GNAT, CCSLC, CSEC)?
2. What are the issues and challenges in the teaching and learning of mathematics?
3. What are possible solutions/recommendations?
Factors that Impact on Students’ Performance in Mathematics.
• Nutrition• Class size• Attendance• Availability of resources• Attitudes of students, parents and teachers• Quality of the teacher and teaching.
Students’ Performance in Mathematics 2009 – 2013.
GAIN (General Achievement in Numeracy/Grade Four Numeracy Test).
1. To provide data on the performance of students after four years of formal learning
2. To provide a profile of the individual student for targeted interventions.
GAIN/GFNT.
Strands:1. Number Operations2. Number Representation3. Measurement4. Geometry5. Algebra6. Statistics
GAIN/GFNT.
Overall Mastery is determined by attainment in three combined strands:
1.Number Operations & Number Representation
2.Measurement & Geometry3.Algebra & Statistics
GAIN/GFNT.
• Mastery: the child has mastered the three combinations
• Almost Mastery: the child has mastered one or two of the three combinations
• Non Mastery: the child has not mastered any of the three combinations.
GAIN/GFNT 2009 – 2012.
YEAR MASTERY ALMOST NON• 2012 54% 30% 16%• 2011 49% 29% 22%• 2010 41% 32% 27%• 2009 46% 31% 23%Source: Student Assessment Unit, MOE,
Kingston, Jamaica.
GSAT 2009 – 2014. YEAR NATIONAL AVERAGE•2009 53%•2010 57%•2011 62%•2012 63%•2013 61%•2014 60%Source: Student Assessment Unit, MOE.
•5
GNAT 2009 – 2013.
YEAR NATIONAL AVERAGE• 2013 41.62%• 2012 44.63%• 2011 41.84%• 2010 40.00%• 2009 43.00%Source: Student Assessment Unit, MOE,
Kingston, Jamaica.
CSEC 2009 – 2013.
YEAR NATIONAL AVERAGE• 2009 36.12%• 2010 39.49%• 2011 33.15%• 2012 31.74%• 2013 34.01%Source: Overseas Examination Commission,
Kingston, Jamaica.
The Problem: Mathematics Crisis.
• Students low achievement in mathematics continues to dominate the headlines in journals, newspapers, and blogs year after year.
• Weakness in mathematics in our primary schools (foundation mathematical skills) is carried over into the secondary schools, colleges and universities.
The Problem: Mathematics Crisis.
• The Caribbean Examination Council (CXC) which is the regional examining body for CSEC consistently point out that generally, students neither demonstrate basic mathematical skills nor good reasoning and problem solving skills, and also note the fact that there is a lack of conceptual understanding among students particularly as it relates to basic mathematical concepts (June 2013 CSEC Examiner’s Report).
The Problem: Mathematics Crisis.
• The Subject Awards Committee (SAC, 2012) at CXC said it was “ deeply concerned about the quality of work produced by candidates at this level.”
• “Topics such as the range, perimeter and profit and loss that should have been covered at the lower secondary level were not understood,” the SAC reported.
The Problem: Mathematics Crisis.
• Of the 10,000 math teachers in the primary school system, 39% (3,900) of them did not obtain a pass grade in the CSEC mathematics examination.
• At the secondary level, 874 of the 1,800 mathematics teachers are not qualified to teach the subject, and only 180 are qualified to teach math at fifth-form level.
The problem: Mathematics Crisis.
• There is a phobia of mathematics among teachers of the subject. Of 4,000 teachers surveyed, 19% (760) of them indicated that they feared or disliked math (Benjamin, 2015).
Source: Research conducted by the Ministry of Education, Kingston, Jamaica.
CXC Initiatives/Interventions.
• Subject Awards Committee (SAC) at CXC has called on the region to address the issue of teaching and performance in mathematics by re-organizing its mathematics program, supporting teacher training and facilitating access to instructional resources.
CXC Initiatives/Interventions.
• The establishment of an expert working group to recommend comprehensive changes in the teaching, learning and assessment of mathematics.
• Encouraging participating countries to use CCSLC Mathematics as a foundation program for developing the competencies for mastery of mathematics (Grade 9).
CXC Initiatives/Interventions.
• Providing teacher training in more effective syllabus delivery and SBA management.
• Strengthening of the mathematics content on its free interactive online portal www.notemaster.com
• Providing study guides in core subject areas in CSEC and CAPE including mathematics, published in collaboration with Nelson Thornes.
Ministry of Education Initiatives/Interventions.
• National Mathematics Program• National Mathematics Policy Guidelines• National Mathematics Advisory Committee• National Mathematics Teacher Education
Committee• National Mathematics Coordinator, Regional
Coordinators, Mathematics Coaches• National Mathematics Expo
Ministry of Education Initiatives/Interventions.
• Mathematics Teacher of the Year• Mathematics Week• Professional Development: Seminars,
workshops and training for Mathematics Teachers and Mathematics Teacher-Educators.
The Way Forward.
• “If we teach children everything we know, their knowledge is limited to ours. If we teach children to think, their knowledge is limitless” (Journal of Education, 2011, The Mico University College).
Solutions/Recommendations.
• Continue the Ministry of Education and CXC initiatives/interventions.
• Get Principles to Action: Ensuring Mathematical Success For All in the hands of educators and push the common vision of teaching mathematics for understanding and to develop problem solving, rather than a skill-based subject with low-level questions and activities.
Solutions/Recommendations.
• Differentiate and meet student needs in a climate where class sizes frequently exceed 40 students compared to typical class sizes of between 20 – 25 in the USA and UK.
• Specialize mathematics teaching at primary schools (Dobson-Lewis, 2015).
• Incentives for Mathematics Teachers.
Solutions/Recommendations.
• The Ministry of Education has the vision now and so its all about spreading the word and providing the professional development that will move it all forward.
• Encourage mathematics teachers to go and rummaging around nctm.org there to find videos, articles, teaching ideas etc.
• Become a member of NCTM/AMTE.
Solutions/Recommendations.
• Use of varied thinking and use of technology modeling and other modalities for learning (eg. e-learning).
• Train our students to think scientifically, mathematically and statistically.
• Encourage students to engage in activities that require enquiry and discovery to uncover deeper understanding.
Solutions/Recommendations.
• Teach mathematics by applying concepts, algorithms and models to real world situations to establish meaning and its applicable value in various disciplines (Biomedical Science, Social Sciences, Business, Management Sciences, Engineering Sciences, Life Sciences etc).
Solutions/Recommendations.
• Increased use of a variety of approaches and methods in order to respond to the diverse learning needs of the students and to engender learning opportunities for all students.
• Greater use of formative and diagnostic evaluation/assessment tools to identify strengths and weaknesses of students.
Solutions/Recommendations.
• Stimulate interest in and understanding of mathematics through investigation of the natural environment, cultural objects, sports and practices.
• Improve learning outcomes by making learning fun through teaching and learning methods that engage students.
Solutions/Recommendations.
• Increase utilization of practical application of mathematics to energize critical thinking, creativity and problem solving.
• Engage in opportunities for on-going, quality professional development through action research, seminars, workshops, conferences, short courses.
Solutions/Recommendations.
• Trained teachers in mathematics and mathematics education teaching the subject mathematics
• Employ Experimentalism philosophy in the teaching and learning of mathematics (learning should occur through problem solving or inquiry approach, students are active participants in the learning process).
Solutions/Recommendations.
• Increase use of manipulative, games, technology and other resources.
• Need for mathematics laboratories in our schools.
• Need for regular Continuing Professional Development (CPD) seminars/workshops for teachers which should be mandatory (Dobson-Lewis, 2014).
Reflections/Questions/Answers.
• Reflections• Questions/Answers.• Comments.
Concluding Remarks.
• I hope you now have a better understanding of what the M in STEM is all about.
• There is a rotting problem, poor performance in mathematics, which must be arrested now.
• Too few qualified teachers in our classrooms teaching mathematics.
• Phobia of mathematics among teachers of the subject.
Concluding Remarks.
• Significant deficit of qualified mathematics teachers in our secondary schools.
• Initiatives/interventions by CXC and the Ministry of Education should continue.
• Implement the several solutions/recommendations given today.
References.
• Benjamin, T. (2015). Math-teacher problems hurting students, The Gleaner, March 2015.
• Dobson-Lewis, M-A. (2015). Specialize math teaching at primary schools, The Gleaner, April 2015.
• Dobson-Lewis, M-A. (2015). Teacher perks: woo best math, science tutors back to schools, The Gleaner, April 2015.
References.
• Dobson-Lewis, M-A. (2014). Dissecting the M in STEM, The Gleaner, February 2014.
• Dobson-Lewis, M-A. (2014). Institution’s performance more than exam passes, The Gleaner, June 2014.
• Johnson D. A. & Rising G. R. (1972). Guidelines for teaching mathematics, Wadsworth Publishing Company, California.
References.
• Journal of Education (2011). The Mico University College, Kingston, Jamaica.
• Ministry of Education, Student Assessment Unit, Kingston, Jamaica.
References.
• NCTM (2014). Principles to action: ensuring mathematical success for all, National Council of Teachers of Mathematics.
• Overseas Examination Commission, Kingston, Jamaica.
Thank You! .
Michael-Anthony Dobson-LewisSenior Lecturer, Education DivisionFaculty of Education and Liberal StudiesUniversity of Technology, JamaicaEmail: [email protected]: 876 820 0664.