President's Message - December 2008

Change in Mathematics Instruction and Student Success: A look at both sides of the equation

ANNA JUPP

ajupp@edu.yorku.ca

Over the last several decades, we have experienced significant change in the way math is taught in North American, Canadian, and Provincial educational systems. With this change has come criticism, bringing with it a spotlight on student achievement in mathematics on both sides of the border. Various stakeholders analyze and compare international test scores, standardized tests, and locally, EQAO results to determine whether or not current teaching methods and curricula are enabling students to compete in our modern world. They ask: Are our students measuring up?

Math reform itself prevailed as a dominant theme in our recent federal election in Canada and in the presidential election in the US. Political candidates questioned test scores, drop out rates, and current teaching methods and accused opposing parties of not doing enough. In one of his campaign speeches, Barack Obama identified knowledge as the most valuable skill, but in the same address claimed that American schools are failing children when it comes to math and science.

On this side of the border in Ontario, we don't have to be in the midst of an election for media outlets to report on poor results in math despite the implementation of specific strategies. One recent newspaper article questioned why EQAO math scores have not improved significantly despite a provincial reduction in class size and increased taxpayer funding. Much media talk has surfaced again about a back-to-basics approach to teaching in an attempt to solve our math woes.

While the emphasis has remained on what is wrong with mathematics education in Ontario and beyond, it is time for us as math educators to take the reins, take action, and educate the public about what is right. At OAME, it is our vision that: The learning of mathematics is supported through the active and ongoing involvement of students, parents, educators, and the community at large.

Let us focus and inform the taxpayer about the success stories that change has brought about in mathematics education. More and more students are learning in an environment where they do, see, hear, and touch mathematics in a profound and meaningful way. Classrooms have become communities where teachers and students work collaboratively to learn and value mathematics. Formal rules and methods are being learned in rich, problem solving contexts where students use and apply their knowledge meaningfully. As educators we are studying, researching, and implementing strategies that will help all students including ELL/ESL students and students with special needs be successful in mathematics. Various technologies are being used in math classrooms as tools for learning, but to also prepare students so that they may successfully participate as numerate citizens in a modern, competitive world. And yes, Canadian students are out-scoring American students in international math tests.

It is crucial however, that we not only inform the public about the successes of current math instruction practices, but that we provide feedback, give input, and advise as well. Our voice, the OAME vision, must be heard in order to connect to and influence Ministry of Education policies and initiatives in mathematics. I challenge you to join advisory panels and feedback groups, complete surveys and questionnaires, participate in discussion forums and councils when these opportunities are presented. Though dialogue, parent information sessions, Family Math nights, parent-teacher conferences, and through the students themselves we must continue to advocate for the type of math learning and resources required for continued and sustained success in mathematics education in Ontario.

As educators it is our responsibility to establish the course so that we can all share in the triumph of students who have come to learn, value, and succeed in mathematics.

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