In Ontario schools, the focus has shifted from literacy to numeracy, and students are knuckling down on math through a new strategy aimed at all student levels from kindergarten to Grade 12. The Renewed Math Strategy is the Ontario Ministry of Education’s response to declining math results among Ontario students as evidenced by among other things, declining math scores on provincial Education Quality and Accountability Office (EQAO). The 2016 EQAO results showed that half of Ontario’s grade 6 students failed to meet provincial standards in math, and only 63% of Grade 3 students met provincial standards that year, which is equivalent to a B grade. This rate of success has fallen steadily over the past five years, while student achievement in the reading and writing test components has been climbing.
For the record, there are no changes to the math curriculum, but rather changes in its delivery. One of the most visible components of the new strategy is the stipulation that each class will receive a minimum of 60 minutes per day of in class math instruction. This does not mean students will be sitting at their desks spending hours using sharp pencils in “kill and drill” worksheets practising basic math skills. Teachers are finding ways to incorporate math concepts into a variety of subjects and talking about math in ways that relate to everyday life. Schools are focussed on broadening students’ understanding of not just how numbers work, but where they are relevant.
According to Millbrook South Cavan Principal Sheryl Hunter, there is much more “number talk” happening in the classroom, particularly in the early grades. Following the lines of reading buddies where students learn to read with a partner, some classes now have math partners, and there is a lot more discussion about math in general. Students have to understand the problem before they can select the appropriate math tool to apply. While direct instruction and practise are always the starting point, math lessons these days focus on problem solving and a discussion about what the “answer” really means. Before a new problem is tackled, teachers facilitate a class discussion about how a problem could be solved, encouraging students to identify a variety of approaches to the task before they actually dive in. Math conclusions can be expressed with numbers, words or pictures. Hunter believes this kind of dialogue is deepening students’ comprehension of the subject matter, rather than just sharpening their rote skills.
As for that minimum 60 minutes of daily math, teachers report that this is not a dramatic shift from what they have always done. They are broadening their discussions about the subject, incorporating math concepts into science lessons, music classes and physical education activities. The objective is to demystify math and place it firmly in everyday life.
According to Dr. Jennifer Leclerc, Superintendent of Teaching and Learning at the Kawartha Pine Ridge School District, new math resources are directed to each school based on the needs identified in the math proficiency demonstrated by each grade, and teachers are developing very specific improvement plans to address weaknesses they have identified in their own classrooms. A learning gap in the area of fractions in a particular class will result in a specific performance result in that area; for example a 62-70% achievement in fraction questions on the June 2017 grade 6 EQAO test.
According to LeClerc, the board works closely with Dr. Catherine D. Bruce, Dean of the School of Education at Trent University, whose is a published expert on math instruction, the use of technology in the mathematics classroom, as well as teaching and learning in the difficult-to-learn areas of fractions and algebra. North Cavan Principal Martin Twiss, an experienced educator and administrator, is enthusiastic about attending one of her workshops to learn new ways to deliver math curriculum.
Research shows math skills in the early years are the best predictor of academic success in all subjects, not just math, so there is a lot at stake. In fact, studies show pre-kindergarten math scores are a better indicator of future reading success than pre-kindergarten reading scores. Perhaps this is because mathematics requires logic, precise language and processes that help students express themselves clearly and explain their conclusions.
While parents may be intimidated by math curriculum, the best way to engage your students in math is to incorporate math concepts into everyday activities, so students see that math is all around them, not just in the classroom. How long is the trip to the grocery store? How long will it take? How many cans of paint will it take to paint the bedroom? How many weeks of allowance will they need to save to afford that new….?
When students believe that math is useful and relevant, they will be motivated to learn more about it. Math skills enable students to become better at solving problems, setting priorities, and evaluate alternatives, which they can apply in their daily lives now and eventually in their professional lives. KG
