Math in the 21st Century

The 21^st century is an exciting time for science, society, and mankind. We are witnessing a radical change in technology and mathematics education. Teachers, parents, administrators, government officials, all agree that the present curriculum needs to reflect the changes in this world and make our students be effective participants and less passive thinkers. The active mathematical reasoning became a central activity of the classrooms and changes in educational policies have been implemented in Ontario and Canada. I think it is time to put mathematics education in the public eye and be concerned about the achievement levels on the national and international scales.

The Ontario Curriculum asserts: “By studying mathematics, students learn how to reason logically, think critically, and solve problems – key skills for success in today’s workplaces.”(Ontario Curriculum, p.4)

In Ontario schools students learn mathematics by investigate new ideas and concepts, making connections between new learning and their prior knowledge, and developing an understanding of the abstract mathematical terms and knowledge. I think taking this direction from abstract to concrete, from global to particle and vice-versa is more useful that processing large accumulation of information.

Teaching mathematics with an open mind, solving problems based on real life situations, showing the interdependence for all subjects and related disciplines, such as computer science, business, physics, and technology, as well as making connections with biology, history, geography, will contribute to the improved competence of our students. It is important that these links between disciplines be carefully analyzed and debated to “emphasize for students the pervasiveness of mathematical concepts and mathematical thinking in all subject areas.” (Ontario Curriculum, p.8)

The process of inquiry, in which students develop methods for exploring new problems or unfamiliar situations, has become a pivotal act in the mathematics program as the Ministry documents present it: “An important part of the inquiry process is that of taking the conditions of a real-world situation and representing them in mathematical form” (p.9)

I need to emphasize the role of teachers in this endeavor. The power a teacher has is limitless and “students often develop ideas about their own potential from the subtle and not so subtle messages

they receive from teachers” (Boaler, p.6)

Teachers bring enthusiasm and varied teaching and assessment approaches to the classroom; they provide a classroom environment that engages students’ interest, because mathematical understanding is fundamental to further learning and progressing. Teachers must “recognize that students need a solid conceptual foundation in mathematics in order to further develop and apply their knowledge effectively” (Ontario Curriculum, p.6)

The use of Bloom’s taxonomy and Gardner’s theory on multiple intelligences are practical for high school math lessons The emphasis on higher-order thinking based on the top levels of this taxonomy, including analysis, evaluation, synthesis and creation, can be perfectly reflected in various assessment and evaluative questions in class, to ensure all orders of thinking are practiced in student’s learning, from information searching to mastering numeric and algebraic skills.

Teaching mathematics is a complex job. In order to address students’ needs and provide equal learning opportunities, teachers must be dedicated and ahead on all levels: professional, technological, human, social. “Good teaching that is constructivist-centered instruction must become a priority for each one of us”. (White-Clark, p.42).

Professional knowledge is praised in all research. Teachers must understand and reflect on “student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice”. (OCT-Standards of Practice)

We all agree that there is a new way of doing mathematics. The use of calculators and computers is changing our role in mathematics. Students can now solve problems that were previously too time-consuming and can focus on underlying concepts. “Powerful assistive and enabling computer and handheld technologies should be used seamlessly in teaching, learning, and assessment.” (Ontario Curriculum, p.4) Let us have this advantage on our side and use it wisely.

The future of our students is shaped by us today.  Our students need to quickly adapt to the demands of the world in which they live. We also need to make the changes possible and understand that all progress and transformation come from within.

Ressources:

Boaler, J. Unlocking Children’s Math Potential: 5 Research Results to Transform Math Learning. http://www.youcubed.org/unlocking-childrens-math-potential/ 

Standards of Practice for the Teaching Profession http://www.oct.ca/standards/standards_of_practice.aspx?lang=en-CA

The Ontario Curriculum, Grades 11 and 12: Mathematics, 2007 http://www.edu.gov.on.ca/eng/curriculum/secondary/math.html

White-Clark, R., DiCarlo, M., & Gilchriest, N. (2008, Apr/May). “Guide on the side”: An instructional approach to meet mathematics standards.  The High School Journal, 91(4), 40-44. http://www.jstor.org.proxy1.lib.uwo.ca/stable/40364096