Mathematics education has changed greatly since the Conservative government instituted the new mathematics curriculum in 1997, bringing it more in line with standards across North America.
Instead of learning rote arithmetic, students even in the primary grades are acquiring beginning concepts from the strands of algebra, geometry, measurement, and data management.
No longer is it sufficient for a child to know that if Johnny ate two apples, and Giselle ate one apple, how many apples would be left in the bowl of a dozen apples.
Students may now be asked, “How many possible ways can we divide a bowl of 12 apples so that any given number of people could enjoy them?
First, we have to set up our hypothesis. For example, if one person likes apples and the other doesn’t, what would the result be, or if there are two people and one eats twice as many apples as another?
Or, if there are three people, and one eats twice as many as the other two, what is the result, and so on?
Next you need to develop a plan or a chart to plot your findings. What would the chart look like? Predict what your answers will be, and see if you can identify a pattern.
Can you set up a rule that can be applied for other numbers of apples?
Problem-solving is the key ingredient that allows students to make real world connections to the many skills once learned in isolation. Some students learn concepts through much “drill and kill,” a term used to describe the process of doing 25 questions of the same type in order to learn a skill.
However, other students need to wrap their brains around application type problems which challenge their reasoning abilities.
Students are not only assessed on the final answer but also on four performance indicators–problem-solving processes, understanding of concepts, application of procedures, and communication of ideas.
Mathematical language must be used to explain a student’s reasoning. No longer can they resort to inventive language in hopes of conveying knowledge.
This month, students in grades three and six will be writing their E.Q.A.O. tests. These are tests of language and mathematics competencies administered to grade three and six students across the province.
When these tests are assessed over the summer by teachers from across the province, these teacher will be evaluating competencies in each of the four performance indicators.
Last year, our students displayed a need for more skill in communicating their mathematical knowledge. The following levels and descriptors indicate how students are assessed:
• LEVEL ONE–rarely uses appropriate mathematical terminology;
• LEVEL TWO–with some clarity and precision; sometimes using appropriate mathematical terminology;
• LEVEL THREE–clearly and precisely; usually using appropriate mathematical terminology; and
• LEVEL FOUR–clearly, precisely, and confidently; always using appropriate mathematical terminology and symbols.
In Rainy River District and even across North America, the specific strand of mathematics that demonstrated a need for increased skill is measurement, This involves calculating time, temperature, money, perimeter, area, volume, capacity, and mass, based on the metric system, including estimations and formulas.
The need for competence in mathematics is continually increasing. Kids, as consumers today, need to know about sales tax, comparison shopping for best buys, exchange rates, measurement, simple and compound interest, bank card rates, mental calculations, computer applications, and so on.
By the end of the eighth grade, students should have mastered the basics of algebra and geometry to be ready for the rigorous mathematics programs offered in grade nine, including use and application of the graphing calculator.
With the ever-increasing body of knowledge that children are expected to master, parents need to continue the active role they are taking in their children’s education. Everyday routines such as grocery shopping or cooking can be transformed into invaluable leaning experiences.
In countries around the world, a program entitle Family Math is being used to provide that home–school connection, providing parents with ideas they can utilize with their children to offer them different types of experiences that will expand on the various strands of mathematics, number sense and numeration, data management, measurement, geometry, and spatial sense, and patterning and algebra.
With the direction of their teachers and the commitment of their parents, children will be encouraged to reach their full potential.
Walter Rogoza is the Mathematics, Science and Technology co-ordinator for the Rainy River District Board of Education.
Fort Frances Times
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