Dissecting the 'M' in STEM

Michael-Anthony Dobson, GUEST COLUMNIST

THERE IS much debate in recent times about science, technology, engineering and mathematics (STEM). It is evident that that many persons don't really know what STEM is, and as a mathematics teacher-educator, I want to add to this discourse by explaining what the 'M' in STEM is all about.

There are many adults and children who are afraid of mathematics. Students continue to perform poorly on internal tests, national exams such as the Grade Four Numeracy Test (GFNT), the Grade Six Achievement Test (GSAT) and the Grade Nine Achievement Test (GNAT), and regional exams, Caribbean Secondary Education Certificate (CSEC). Why?

Maths is much more than arithmetic, the science of numbers and computation; more than algebra, the language of symbols and relations; more than geometry, the study of shape, size, and space.

MORE THAN JUST MATHS

It encompasses more than statistics, the science of interpreting data and graphs; more than calculus; the study of change, infinity, and limits. Mathematics, primarily, is a way of thinking, a language, an organised structure of knowledge, the study of patterns, and finally an art.

Since mathematics is all of the above, it's no wonder it is made compulsory in the curricula of schools, colleges and universities, as is the case of English, which is the language of instruction and business.

The teaching of mathematics is a challenging, exciting adventure. It has its dangers, successes, discouragements, and delights. Its difficulties and pleasures are both derived from the subject matter, the student, and the classroom situation.

Teachers who are teaching mathematics need to know mathematics. If teachers are to teach mathematics so that it is understood, so that it makes sense, so that it can be applied, they must possess adequate background of the subject content and the methodology.

It is evident that there are teachers in the system who lack mathematical content knowledge and methodology and are engage in the teaching of the subject to students at the early childhood, primary and secondary levels of the system, which results in the poor performance in the GFNT, GSAT, GNAT and CSEC mathematics.

Teachers cannot give what they don't have themselves. I know various studies have been conducted locally and internationally. At The Mico University College, there is the Caribbean Centre of Excellence in Mathematics Teaching, where research findings suggest that Jamaican mathematics student-teachers (teacher-trainees) are lagging behind those in several developed countries (China, Singapore and Russia).

Many of these students were lacking knowledge of the mathematical concepts they were being trained to teach. They had less content knowledge when compared to the three countries. This will then result in students' poor performance in the subject at all levels of the education system. There are unqualified teachers teaching the subject. Some teachers need more content and methodology, while others have the content but little or no methodology.

METHOD AND MATTER

There is a direct relationship between the content (what) and the methodology (how). Mathematics (what) and mathematics education (how) are interdependent, interlocking and cyclical (not dualistic or concentric). You cannot have one without the other for there to be success in the teaching and learning of mathematics.

Mathematics and mathematics education aren't in isolation. Teachers have been encouraged to upgrade to gain more content and methodology.

The real satisfaction in the teaching and learning of mathematics in our Jamaican education system will only happen if teachers are teaching the subject because they love and enjoy it; that they are teaching the subject to individuals who are important in a way that is effective, having equipped themselves with adequate content and methodology. I recommend that teachers employ the Experimentalism philosophy in the teaching of mathematics.

Mathematics is also a science, and so students need to be active participants in the learning process. Gone are the days of putting formulae on the board and using drill and practice in the teaching and learning of mathematics. There is the need for mathematics laboratories in schools.

Teachers need to make use of games, cooperative learning strategies, models and manipulative and other resources and technology (albeit, there were no technology, e-learning, at my high school) while teaching the subject. Let students discover for themselves and help them to see the mathematical connections with everyday life situations, as mathematics touches every facet of our lives.

I know there are many best practices here and abroad, and the Ministry of Education has deployed mathematics specialists to schools and regions. There is now a National Mathematics Teacher Education Committee, on which I serve. There is need for more continuing professional development (CPD) workshops and seminars for mathematics teachers. I had the opportunity to have gone on a fellowship in the UK in 2012, at the University of Reading, Institute of Education, where we were exposed to best practices in the teaching and learning of mathematics and science.

I can say that in the UK, CPD is compulsory for all their teachers at the school and district levels. I also call on the Jamaica Teachers' Association and the Jamaica Teaching Council to engage mathematics teachers in CPD.

I hope that readers will now have a better understanding of what the 'M' in STEM is really about. I hope that the powers that be will awaken and enact the requisite changes.

More needs to be done. We are well aware that we cannot teach mathematics the same way we have always been teaching it. Such change might be difficult for many and is often neglected by lazy and disinterested individuals who will resist adjustments to the status quo.

Nevertheless, I felt bold and passionate to make a timely contribution to a rotting problem (poor performance in mathematics). The teaching and learning of mathematics in this country is grave. We have been talking about this problem for years, and more action needs to be taken. I am hopeful that we will see more movement very soon, as not to progress will sadly be remaining in a decrepit condition.

As mathematics educators, let us be grateful for the opportunity to work in a professional field where the scope and pace of change are truly astounding. Let us enjoy the opportunity to guide the learning of our future scientists and citizens.

Michael-Anthony Dobson-Lewis is a mathematics teacher-educator and senior lecturer at the University of Technology, Jamaica. Email feedback to columns@gleanerjm.com and mdobson-lewis@utech.edu.jm.