Problem-solving the maths decline By Heather Barker Vermeer Industry Reporter
All schools are wellaware of the national problem: Aotearoa New Zealand needs to improve student outcomes in mathematics. But how? In March 2022, the government unveiled a new five-year Literacy & Communication and Maths Strategy, which introduces a common practice model that the Ministry emphasises “does not mean creating one-sizesits all approaches, rather it is about creating greater national consistency”. The strategy document outlines steps for maths progress under five focus areas: 1.
2.
3.
Clear expectations for teaching and learning guide effective practice Capability supports along the career pathway develop effective Kaiako and teachers who can meet the needs of diverse groups of learners
Under each of these, sit five practical undertakings. For example, under point 1, there is: 1.1
Refresh maths learning described in the NZC
1.2
Replace the Learning Progression Framework with a progression for schooling that shows the sequence of learning for numeracy
1.3
Develop resources and guidance to help kaiako understand children’s progress in numeracy in the early years, as part of a common practice model
Educationally powerful connections support and enhance learning
4.
A system of learning supports responds to the needs of every learner
5.
System-wide evaluation supports a system that learns
28
Images courtesy of Symphony Math program
1.4
Develop guidance on how to teach maths in schooling, as part of a common practice model
1.5
Safeguard maths teaching and learning time
Practical detail on Focus Areas 2 – 5 can be viewed in the maths section of the strategy document, from page 20 onwards. This new strategy follows the colossal 56-page independent report on the English-language mathematics and statistics curriculum published by the Royal Society Te Apārangi late last year. Fourteen key recommendations for systemic change were put to the Ministry of Education in the report, some of which Associate Education Minister Jan Tinetti said at the time had already begun, such as "phasing out streaming, providing quality professional learning development for teachers and reducing inequities in education”.
TEACHING RESOURCES
Massey University Distinguished Professor Gaven Martin chaired the expert panel that oversaw the Society’s original independent report and stressed at the time that teachers should not be blamed for the maths decline: “They have met all the requirements placed on them to be fully qualified and cannot be blamed for how the system works.” His response to March’s strategy announcement was positive, with a ‘time will tell’ footnote. He told School News: “I’d first say that the Government’s strategy is still high level, and the devil will be in the details. Nevertheless, I would say that what has been proposed aligns very closely with the Royal Society Te Apārangi report’s recommendations, and we are very happy with that.
Term 2, 2022 | schoolnews.co.nz
