# Battling B.C.'s math education crisis

UBC math professor George Bluman is used to speaking to Chinese audiences. Last spring, he gave a series of lectures in China about teaching calculus. In a recent phone interview with the *Georgia Straight*, he also revealed that he has worked with three postdoctoral students from villages in China, including one from Inner Mongolia.

So it shouldn’t come as a surprise that in late October he was invited to speak to a group of Chinese-speaking parents at the Burnaby Public Library about the state of math education in B.C.

Their nonprofit academic organization, the Educational Quest Society of Canada, was created in June “to provide Chinese communities with professional suggestions concerning education…and to exert an influence on improving and reforming the elementary and secondary education in British Columbia”.

“I was the only non-Chinese person present,” Bluman said with a chuckle. “They are very concerned about the decline in education.”

At the meeting, Bluman expressed his opposition to the elimination of mandatory Grade 12 math exams in B.C. In 2004, the provincial government made this test optional; in 2011, it cancelled all optional Grade 12 exams, which means there’s no standardized Grade 12 math test in B.C. anymore.

"At their annual articulation meeting in 2007, the math teacher representatives from each college and university—public and private, including reps from Adult Basic Education and BCIT—without dissent, wanted them to be continued for mathematics," Bluman said. "They forwarded a strongly worded motion on this to the B.C. minister of education."

He cited research conducted at UBC demonstrating that students who had written the optional tests performed much better in first-year calculus courses. And according to a survey he conducted, public-school math teachers want the Grade 12 exams reinstated; UBC student senators echoed this view in a separate survey.

Moreover, Bluman noted that B.C., unlike most other jurisdictions, allows secondary-school educators to teach math regardless of their qualifications in this area. “You don’t have to be knowledgeable in the subject,” he said. “It’s a real problem.”

Meanwhile, the Educational Quest Society of Canada (EQSC) has published a report chronicling how B.C. students’ performance in math has deteriorated in the 21st century. The Pan-Canadian Assessment Program testing of Grade 8 students in 2010 showed that B.C. registered a score of 481, which was well below the Canadian average of 500 and significantly behind the top three provinces: Quebec (515), Ontario (507), and Alberta (495).

“Moreover,” the report notes, “BC students performed below the Canadian average on all four of the mathematics sub-domains: numbers and operations, geometry and measurement, patterns and relationships, and data management and probability.”

B.C. also fell behind the Canadian average in the 2009 math-test results of 15-year-olds, according to Program of International Student Assessment results. B.C.’s score of 523 was four points below the national average and 11 points below the score achieved in 2000. This decline followed the B.C. government’s decision to halt reevaluation of the math curriculum shortly after the B.C. Liberals took power.

One member of EQSC, Pi Yuan, told the *Straight* by phone from Burnaby that he teaches math and science at a private educational centre. He rattled off nine major concerns about math education in B.C., including the elimination of the requirement to include calculus in Grade 12 mathematics. He claimed that a reduction in standards has diminished the value of a B.C. diploma.

“If you compare the mathematics textbooks the students are using now and the textbooks that were used 10 or 20 years ago, you can see that the content is getting less and less [difficult],” Yuan said.

He also claimed that the elimination of the Grade 12 math exam can undermine a student’s chance of getting accepted to university. “A lot of students have concerns about the fairness of the marking,” Yuan maintained. “If the students have a very nice, fair teacher and a good marker, maybe the mark is high. But if the student is taught by a strict teacher or a callous teacher, maybe the mark is low.”

**Sitting in her office** at UBC’s Point Grey campus, math-department outreach coordinator Melania Alvarez bluntly told the *Straight* that there’s a “crisis” in math education in B.C. Alvarez, winner of this year’s Canadian Mathematical Society award for promoting math learning, travels across the province to support schools and teachers in their math education.

“I think we really need to change some things, because otherwise, I don’t see us moving forward,” she said.

Foremost is the culture around mathematics. She noted that people don’t routinely announce that they don’t know how to write or that they hate reading books. But parents will often tell their kids how much they hate math, even though most young children love the subject.

“Being math phobic is culturally acceptable,” Alvarez said. “I’m sorry to say, the media promotes this.”

Alvarez is education coordinator at the Pacific Institute for the Mathematical Sciences, a consortium created by eight universities. It puts on two summer camps: one for kids making the transition from elementary school to secondary school, and another for high-school students. And for the past 15 years, the institute has hosted a free educational event called “Math Mania” several times a year in school gymnasiums that includes games, puzzles, kaleidoscopes, and various interactive events.

On October 27, the UBC faculty of education invited families to attend a math fair, which featured numerous activities for children. In one Clue-like game, participants had to figure out which tourist stole a priceless ruby from the tomb of King Ramses. Students also learned how math is integral to Coast Salish weaving.

Two UBC education professors who attended the fair, Cynthia Nicol and Jo-ann Archibald, explained to the *Straight* how they worked with aboriginal residents of Haida Gwaii on a program to connect math to the community and local culture. Nicol mentioned that they worked with carvers and elders to learn how mathematics influenced the Haida Nation, then incorporated what they learned into lessons. “Some of it was taking the kids outside to the beach, to the land, helping them imagine other possibilities to studying math in a textbook,” Nicol said.

Archibald described how this emphasis on linking to the land could better engage aboriginal students. As an example, she said it’s possible to base a lesson on the number of logs that have been cut and removed, and then equate that to the impact on the local environment. “You’re connecting math with social issues,” Archibald stated.

Alvarez often emphasizes that just as it takes time to excel in sports or in music, it also takes considerable effort to do well in math. “Most kids believe that if they cannot solve a problem in five minutes—or in two minutes or in 30 seconds—then they are no good in math,” she commented. “We need to change that.”

She pointed out that students feel empowered when they excel in math. And she said it’s important for teachers to set expectations high and not pigeonhole students as slow learners because they will not perform as well as they can. Alvarez also acknowledged that many teachers don’t feel comfortable with their level of math knowledge—and she pointed out that they must be supported with professional-development opportunities.

“Many of them have told me that they tried to avoid math when they were student teachers but that they really regret that,” she stated. “Unfortunately, the institutions allowed for that.”

One thing is clear: knowledge of math is increasingly important in the 21st-century economy. UBC math professor Arvind Gupta is the CEO and scientific director of Mitacs Inc., a national nonprofit organization funded by federal and provincial governments and the private sector. It encourages graduate students to work with companies to understand their problems and propose solutions, which then become the students’ thesis projects.

Gupta told the *Straight* by phone that the program began with math students but has since expanded to include people in everything from anthropology to zoology. Nowadays, occupations ranging from architecture to medicine to journalism to engineering all require significant math skills. Gupta pointed out that the genomic revolution is really about the application of mathematics to life sciences and that math is even becoming more important in the social sciences.

He noted that former U.S. president Bill Clinton’s speech at the most recent Democratic national convention was loaded with arithmetic, winning rave reviews from the public and giving Barack Obama a boost in the polls. “If you go back to that movie *A Beautiful Mind*, who would have thought that a movie about a mathematician would win so many awards?” he stated. “I think there’s actually a hunger for this kind of thing.”

To stimulate kids’ interest in the subject, Mitacs is backing a stage production called *Math Out Loud*, which recently played in Vancouver and Surrey. Written and directed by Vancouver actor Mackenzie Gray, the zany show features two students who time-travel. In various vignettes, they encounter characters ranging from Cleopatra to Christopher Columbus and learn how math influences everything from art to game shows to the sounds coming out of the radio.

“What we want to do is figure out a way to re-engage kids, “ Gupta said. “It’s great to have your music on your iPhone, but what you’re really doing is carrying around a very sophisticated piece of mathematics.”

Really, hardly anyone needs to know calculus. What are going to use it for, despite what some loudmouths in BCès (dying) tech industry, we are not all going to be programming apps for a living.

It may also be a mistake to take the concerns of Asian parents a group known for unreasonable histrionics when it comes to Math, too seriously.

is it any great coincidence that with the decline of mathematics, that is, the system by which we reason and see if a connected series of statements lead to a conclusion (we call it a "proof"), we have seen an increase in touchy-feely, emotionality?

People who don't know mathematics are doomed to be the slaves of those who do.

But of all the things in the school curriculum, there are these which stand out in importance to my daily life: Reading, writing, science, and mathematics!

It took me a long time to realize that I had been thinking about math the wrong way for most of my life. For most of my education, I had thought of it as a difficult class that I often did poorly in, and one which my life would be easier without. Only later did I realize the distinction between math class (a nuisance on my report card), and mathematics (a fascinating realm full of practical tools that I could freely experiment with). And once I understood that math works for me, rather than the other way around, I began to appreciate it a lot more.

I am very thankful to have learned math, because I use geometry, algebra, and calculus every day, and I'd be very lost in my work without them. It's not something I could have picked up if I hadn't started from a young age, even though I didn't see the value of it then, and neither did many of my friends. Math saves me a great deal of time and effort, is essential to building machines that work, and gives me valuable insight.

I have even come to believe that learning algebra, probability, and especially calculus is very important in modern society. In the same way that reading works of literature informs one's perspective, so does better understanding the relationship between quantities and rates of change. It makes it easier for to see through false advertising, identify political or corporate doublespeak, and find flaws in weak arguments.

Math is as essential to education as literature, even if neither of them are used every day in many careers. The point made in the article about how "math education often focuses primarily on the 'grammar'" is very apt.

Unfortunately there's no chance in hell that the BCTF would let anything remotely resembling efficient de-centralized private eduction into their precious failed schools. The bureaucrats and public school teachers will continue pretending to not see the solution.

Maybe it'll change someday, but in the meantime, If you care about your kids education, invest in it. You get what you pay for.

Funny, you say there is no such thing as " Emotional Intelligence" yet, you then compare it to something in that idiotic movie, a Clockwork Orange, I reason that if there is no such thing, then you cannot compare it to anything.

Sure, Emotional intelligence may be just some new buzz phrase, but you know some people are certainly a lot more or less intelligent than , others with their emotions, whether they are Math Genius's or not . It's just a TV show, but think Sheldon from the Big Bang, he is a Genius , but socially he is complete Idiot . Just my opininion, I do not care if you agree or disagree,

Mathematics and philosophy went commonly hand in hand up to the time of Bertrand Russell. The understanding of math logic hones the brain.

Miguel

I feel for our young people today. Our corporate media based spoon-fed culture has told them they can do anything and be anything they want - and then they come out of colleges/universities with tens of thousands of dollars in student loans and McStarbuck's minimum wage jobs with which to pay them off. We need to give them a chance to compete in this world, and that has to start with a significant investment in public education. Do the math. It will pay off.

To break the cycle, let us try to find Mathematicians, who are willing to teach Math, but do not have the teacher’s training, and offer them a few months free accelerated teacher’s training. Let’s go to universities and do the same for the fourth year Math students.

I urge our government to start acting right now, before we the parents bring a class action lawsuit that our children’s right to proper Math education is violated.