Sliding student scores spark fresh calls to revisit how we're teaching math
Vast research on how kids learn not always translating into classrooms, professor says
Earlier this week, Kendra Corbett stood at a blackboard breaking down an addition question for her Grade 3s, laying out step by step how to determine the answer and occasionally testing out suggestions her students called out.
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students → slide → suggestions
A little later, she split her class into groups.
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she → split → groups
Some youngsters played math games while others worked on an assignment using base ten blocks — manipulating the small plastic cubes, bars and squares (denoting units of one, 10 and 100, respectively).
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others → play → one
Corbett settled in with a handful of kids for a focused lesson on ordering numbers from least to greatest.
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Corbett → settle → greatest
All the activities allowed for practice learning three-digit numbers.
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activities → allow → numbers
"We assume kids come in knowing what numbers actually mean.
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numbers → assume → what
If they can count to 10, that doesn't necessarily mean they understand what 10 represents," said Corbett, a teacher in Upper Grand District School Board in Orangeville, Ont., some 60 kilometres northwest of Toronto.
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Corbett → count → Toronto
"If they don't have the foundation of knowing what numbers actually mean and understanding of magnitude, then they're really going to struggle later on."
Knowledge and understanding of math rests on building blocks that students usually start developing in primary school.
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students → have → school
But with recent international and provincial assessments warning about sluggish and waning math skills among Canadian students — a slide that pre-dates the pandemic — some experts say we should revisit how we teach math and pay numeracy the same attention literacy has received in recent years.
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literacy → warn → years
What worries Canadian mathematician John Mighton are the changes happening over time, specifically the growth in students who are slipping to lower levels — where some can only handle basic math or are considered below functional numeracy — and the wider impact of that trend.
"
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some → worry → trend
How can you think your way through problems that involve risk or probabilities or science if you can't do the simplest math?" said Mighton.
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Mighton → think → math
"It's a tragedy that we think math is not as important as it as and that we're not doing something about it."
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we → think → it
Back in 2002, Mighton founded JUMP Math, an education charity that's grown to work with students and teachers in K-8 schools across Canada and abroad.
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that → found → Canada
Teaching novices a new concept takes a different approach than teaching those already fluent in a topic, he says, yet much math instruction of the past 20 years has treated kids like experts before they're ready.
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they → teach → experts
"From day one, you're given a lot of rich problems … highly contextualized, lots of complexity, lots of language.
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you → give → language
People don't feel they're really giving kids math unless they're doing that kind of problem," Mighton said.
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Mighton → feel → problem
"We mistake the end where we want to get kids to — we want them to be great chess players, great problem solvers — with the means to get them there," he said.
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he → mistake → them
"Guide kids more, scaffold more, give more practice, build foundational knowledge, so the kids can become experts …
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kids → guide → knowledge
When you do that, kids become much better problem-solvers."
Building a solid foundation and then strong reasoning and problem-solving skills are especially important amid the rise of artificial intelligence
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skills → do → intelligence
, he says.
"
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he → say → ?
It's a dangerous idea that kids are just going to be able to deal with all the challenges that are coming from AI … if they don't have any domain-specific knowledge, particularly in mathematics.
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they → go → mathematics
"You're going to be so easily fooled and misled and you'll make disastrous decisions if you don't understand the math.
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you → go → math
As with the recent shift toward more explicit, structured and phonics-led literacy teaching, there's a growing call for more systematic, teacher-led, direct instruction in math.
That doesn't mean rote learning, Mighton says, but does mean relying on evidence-based practices.
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Mighton → lead → practices
He encourages teachers to use screenings, for instance, and regular low-stakes assessments to help them to make adjustments that propel students' progression.
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that → encourage → progression
There's a wealth of research about how children learn — on their attention spans, their ability to absorb information, barriers to that, and more — yet that research doesn't always translate into classrooms nor into the training that aspiring and working teachers receive, says neuroscientist Daniel Ansari, a professor of psychology and education at Western University in London, Ont.
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Ansari → be → London
He also advocates breaking up math learning into multiple, simplified steps, because it helps developing minds more readily pick up information.
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minds → advocate → information
"Sometimes teaching can assume that children start out as experts and they are required immediately to focus on their understanding, explaining their answers.
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they → assume → answers
And these sorts of things can overwhelm their cognitive systems and thereby prevent information making its way into long-term memory," he said.
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he → overwhelm → memory
Ansari says educators can absolutely strike a "balance between explicit instruction and letting children discover things working by themselves," but adds teachers must keep in mind what's developmentally appropriate and what learners are ready for.
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learners → say → what
Introduced too early, it overwhelms cognitive capacity, Ansari says.
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Ansari → introduce → capacity
But once students have some time to learn and a bit of practice, "mad minutes serve as a way of increasing and deepening their fluency — and then it can also become something really fun."
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it → have → fluency
OECD tests show sharp drop in math skills among Canadian teens
Alberta educators call mandatory screening tests time-consuming, ineffective, survey says
Rather than touting a "back to basics" mentality, Ansari instead suggests we consider "how can we improve things further, pick some things that we maybe discarded too early?
uncertain
we → show → that
Keep some things we're doing right now, but reassess some others."
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we → keep → others
Back in Orangeville, Upper Grand K-12 math lead Ashley Kozak has overseen a multi-pronged plan to improve early math learning.
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Kozak → oversee → learning
It includes central math facilitators, creating new teaching resources, employing an early math screener and, for the schools with the greatest need, sending in support teachers to deliver focused tutoring.
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It → include → tutoring
Updated math training for Grade 1 and Grade 3 teachers and principals has also boosted educator confidence, Kozak says, adding the board saw improvement in its latest EQAO results.
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board → boost → results
While she loves seeing kids' "a-ha" moments when visiting math classes, she says it's even better seeing students confidently approach the next questions.
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students → love → questions
It's about making those connections," she said.
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she → make → connections
"Seeing that ... makes me feel like 'OK, we got this.
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we → see → this
We can do it.'
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We → do → it
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