To improve math outcomes, we must face our failures

Tamika Benjamin, Contributor

Response to the letter to the editor by Paul Kidd, titled 'Multiple factors to math misery' published on Wednesday, October 19.

I agree that the issues impacting the teaching and learning of mathematics are many. My article focused on pre-service teacher education and its impact on teacher quality - this is just one of the factors.

I believe, however, that before statements affording more blame to any one issue over another can be made, we must consider the evidence. Recent research has consistently shown that the matter of teacher quality has a more significant impact on teaching and learning than even the socio-economic background of the student or the size of the class. This acknowledges the fact that the teacher who is well equipped is able to compensate for some the challenges that are very present and support meaningful learning.

Now, while I do agree that literacy can impact the learning of mathematics, it is incorrect to assert that the major problem is literacy. Low levels of literacy do impact the teaching and learning of mathematics, and it tends to be the case in Jamaica because we assess student performance using modes of assessment which are founded on the child's ability to read and write. If alternative methods were employed, it is quite likely that we would find students who may have reading issues but are able to reason out mathematical situations effectively.

Time to be truthful

On the other hand, consider the fact that there are many bright young people walking around our country who are able to read but have not been able to attain any success in mathematics. While literacy is an issue, it is not the main factor. We have seen gradual increases in our levels of literacy in Jamaica, but not proportionate increases in the performance of our students in mathematics. In fact, some may say performance levels are falling.

If we are going to turn the tide of poor performance in mathematics, we must be willing to stick our necks out and be truthful. It is not about being negative; it's about being willing to face the reality and take a risk. I had the benefit of sitting at the feet of many wonderful mathematics teachers in my time. But the truth is, effective teachers of mathematics are not the norm - why?

Our system, in its current state, is not able to ensure that primary and secondary teachers of mathematics are properly equipped with the knowledge, skills and competencies that they need to support meaningful learning. Our system is not designed to ensure that teachers are given adequate opportunities to confront their fears and identify and address their own misconceptions so that they can focus mathematics teaching on building understanding of foundation concepts and not steps/algorithms.

Well-known weaknesses

In conversations with many teachers across the length and breadth of this island, I have found many willing to acknowledge their weaknesses - both in content and methodology - and many are even honest about their dislike for and fear of the subject. These are issues we MUST face. These are issues we cannot hide from. To continue to do so is to deny ourselves the opportunity to take hold of the problem and find a solution.

Yes, the solution must be multi-faceted. It must address issues of literacy. It must address issues of attitudes, of society - parents, teachers and students. Our solution must address the lack of resources in our schools (a matter the ministry could debate). But doing these things without addressing the matter of improving the quality of our teachers - both from the pre-service and in-service perspective - will not produce the expected results. Our teacher-education programmes must take a different focus and ensure that they fully equip our teachers to function effectively and reach their full potential.

It is unfortunate that persons who recognise and identify issues of teacher quality (a research-proven factor) as a factor significantly affecting student performance are seen as being negative - seeking to attack teachers and the profession.

I learnt a long time ago that speaking out has a cost. I am willing to pay that price if it takes us one step closer to facing reality and finding a solution.

Tamika Benjamin is director of the Caribbean Centre of Excellence in Mathematics Teaching, Mico. Email feedback to columns@gleanerjm.com.