Learning Maths is Multi-faceted
This year's TIMSS international maths assessment results for 9 and 13 year old students shows a decline in NZ children's mathematics levels. I believe there are many reasons for this not just a single reason. Generations of students have had a love or hate relationship with maths and it is no different today, but our society does require a certain level of maths to live in the 21st century and I believe everyone can learn maths. Side note: We should go easy on the results this year as it is an exceptional year and online learning did not suit many students, their families or their home situations.
Today I want to focus on just the learning style aspect. There are many different and effective ways to teach maths but certain ways are more or less effective depending on the student’s individual preferred learning style (kinestheic, visual or auditory), their previous understanding of a topic and their life experiences and general knowledge. To be able to take into account the learning style of each student is difficult in most classroom environments and that is one reason this article (below) advocates mixed ability groups. Students can make connections by working in small groups by being involved in other students' discussions on the topics and them all sharing ways of thinking about maths. I also agree with the negative social aspect of streaming where the lower level students have been found to "switch off their intelligence" if they find out they didn't make the top group. Teachers can also have unconscious bias towards students in the "lower' level maths groups and therefore don't always present material that pushes them forward. While I agree in principle with mixed ability groupings, there are also draw backs to this approach for shy or disengaged students who find themselves not knowing what is going on and do not participate to advance their understanding. Many times it is the faster thinkers in the group can't help themselves, they just take over. But maths is not about speed, it is about getting the right answer and knowing it is the right answer.
As a one on one tutor I feel lucky to be able to adapt the approach to every individual student. Maths learning requires different experiences with different examples that students can relate to. I often connect maths with science, engineering, shopping, catering, jobs around the house and jobs in various careers. Geometry isn’t just about shapes and angles, it is about buildings, logo designs and vehicle/road safety to name a few. Statistics isn’t just about collecting and displaying data, it’s about being able to make important decisions about issues that affect people, animals and our planet; like water quality in local streams, profitability for manufacturers, housing needed for the growing population and an infinite number of other social and economic issues. Algebra is a problem solving tool that enables problems to be worked backwards as well as forwards. Graphs provides a basis for modeling and for predicting trends like flooding, population growth, and optimal conditions needed for the agricultural and horticultural sector.
Maths really does need to be more integrated with other subjects like science, social studies, art and design and technology. Maths is not an island, it is always interconnected in the real world and so it should be in learning it in schools. Of course it should still be a separate subject to learn it’s inner workings, but it should also be a naturally integral part of many other subjects too.
As I often say to my students, “it’s not about loving or hating maths, it’s just about being able to do it!”
RNZ Reference Article - Results in Maths and Science a Worrying Trend
