Battling B.C.'s math education crisis
Educators have devised new approaches to engage kids years after a curriculum-reform initiative was kiboshed under Christy Clark
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.”
One of the newer members of the UBC math department, Prof. Fok-Shuen Leung, has also learned some things about how to make mathematics more engaging for students. In an interview in his office at UBC, the winner of a 2011–12 Killam Teaching Prize (science) told the Straight that people are missing the mark when they see mathematics as “only a tool that you use and not a subject that you study”.
“I think it’s closer to literature than it is to accounting,” Leung stated.
He quickly added that there’s nothing wrong with accounting before saying that people underestimate the aesthetic appeal of math. “I think it’s [Godfrey H.] Hardy who said: ‘There is no place in the world for an ugly proof.’ So, in fact, I think one of the biggest misconceptions is that it is this kind of austere, useful thing—and not a rich, beautiful thing.”
As an undergraduate studying physics at Queen’s University, Leung was keenly interested in music. He discovered that math combined the aesthetics of music and the rigour of the physical sciences, which led him to obtain a PhD. In 2009, he was hired at UBC.
He said another misconception about math is that the answer to a problem is simply a number. “This is not true,” he declared. “An answer to a mathematical problem is a story. It’s an explanation, a description. Not only does mathematics require grammar the way any other description would require grammar, it also requires an economy of language. It requires imagination, creativity, and communication skills.”
Leung often hears students tell him that they enjoyed their high-school English classes but disliked studying math, even if they were good at it. He said that this is because in English, students get to read great writers like Shakespeare, whereas math education often focuses primarily on the “grammar”.
He emphasized that he admires teachers, saying they are the experts in running classrooms in the elementary and secondary system and he wouldn’t dream of telling them how to do their jobs. But when it comes to math, he pointed out that there are more than 100 proofs of the Pythagorean theorem.
“To me, that is a formula that sits on the surface of an enormous body of mathematics, philosophy, and ways of looking at the world,” Leung said. “I think it would be worthwhile for students to see more than one proof of this theorem. I think it would be worthwhile for them to talk about why you would need more than one proof.”
Later this year, Leung will find out if he will obtain tenure at UBC. Down the road, he hopes to have a greater impact on “the teaching mission” of Canadian universities.
A key part of the teaching mission in math is the curriculum. Under the last NDP government to hold power in B.C., the deputy minister of education, Charles Ungerleider, began exploring why Quebec students consistently outperformed B.C. students in math. But Ungerleider, a veteran UBC education professor, was replaced after the B.C. Liberal government got elected in 2001. And according to a paper published in 2006 in the Canadian Journal of Educational Administration and Policy by two University of Victoria professors, the curriculum-reform initiative stalled under the new regime. The education minister at the time was Christy Clark, now B.C.’s premier, who changed the ministry’s focus to overall school accountability.
“One final, tragic event sealed the fate of mathematics reform in B.C.,” authors Helen Raptis and Laurie Baxter wrote in their paper, Analysis of an Abandoned Reform Initiative: The Case of Mathematics in British Columbia. “In January 2002, the director of the Curriculum Branch, under whose direction research was conducted, passed away. Within weeks of his passing, his office was cleaned out and most of his files and reports were relegated to the dustbin. Without the support of the deputy minister or the curriculum branch director to sustain the reform efforts, B.C.’s brief courtship with mathematics curricular reform was aborted soon after its conception.”
The authors pointed out that the math curricula in Quebec and B.C. differed in key areas, including: the number of topics and objectives covered, the degree of abstraction versus concreteness, learning theories and the role of problem-solving, the role of mental calculation, and the use of curricular differentiation.
“For example, B.C.’s grade four curriculum included 130 objectives, whereas Quebec’s had 23 terminal and 68 sub-objectives,” Raptis and Baxter wrote. “This difference is exemplified in the study of measurement whereby Quebec’s curriculum dealt with length, area and volume while B.C.’s students covered length, area, capacity, mass, time, temperature and money with time, temperature and money being repeated from previous years’ curricula. This repetition occurred again in grade eight, where 43% of B.C.’s Numbers/Operations objectives had appeared in grades five, six, and seven. By grade 11, 60% of instructional time was earmarked for Algebra, with 33% of objectives repeated from prior years.”
The researchers claimed that the math curriculum in Quebec “also appeared to be more unified and coherent than B.C.’s”, with directives advising teachers to relate material to previously learned content.
Many mathematicians defend the “spiral curriculum”, which was pioneered by Harvard cognitive psychologist Jerome Bruner in his 1960 book, The Process of Education. Under this approach, topics are regularly repeated to reinforce concepts for students. However, the paper by Raptis and Baxter cited researchers with concerns about this approach.
One of the harshest critics of the spiral curriculum is U.S. “direct instruction” advocate Siegfried Engelmann, whose 1992 book, War Against the Schools’ Academic Child Abuse, tore it to shreds: “The decision makers are blind to basic instructional constraints: an activity must be effective with different kids; it must be time efficient; and it must be related both to what comes before it in the instructional sequence and what comes after it.”
The B.C. Ministry of Education would not make anyone available for an interview for this article. A revised math curriculum for grades 10 to 12 has been instituted over the past three years. It diminishes the amount of repetition and sets out three pathways—apprenticeship and workplace mathematics, foundations of mathematics, and precalculus. They arose out of a collaborative process that includes four western provinces and three northern territories.
In its report, the Educational Quest Society of Canada did not address the spiral curriculum or the failure of B.C.’s reform initiative more than a decade ago. And it emphasized that Chinese methods should not simply be transplanted onto Canadian society: “The superiority of western education rests in its emphasis on developing intellectual potential.…We agree that an education system ignoring students’ differences should be changed. But if differences were over emphasized to negate regularity, and if traditional classroom lectures were replaced with ‘personalized teaching’, the consequences on fundamental knowledge and skills would be disastrous.”
That’s one reason why the society views the restoration of the Grade 12 provincial examinations, including in mathematics, as a “top priority”.
Whether or not this becomes an issue in the 2013 provincial election remains an open question. But one thing is indisputable: an initiative to reform the math curriculum stalled under the leadership of the premier when she was education minister.
And since then, B.C. students have not fared nearly as well in this subject as those in Alberta, Ontario, and Quebec.
Follow Charlie Smith on Twitter at twitter.com/csmithstraight.
Nov 1, 2012 at 5:58pm
Never in human history has the percentage of students they expect to do Math at the level they want been able to do so. Frankly, their strengths are in other subjects, and there is nothing wrong with this.
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.
Nov 1, 2012 at 7:47pm
It is true that most people manage very well without knowing much mathematics. Some understanding of fractions and percentages is enough for many of us. But this misses the point. It would be good if more of us understand the basics of logic and proof, just as we learn about other central parts of our civilisation - language, law, morality. In my experience, when mathematics is not grinding people down, they can see why it can be interesting. My father taught me how to draw in perspective which made me very happy and when I learned later that this is called projective geometry I became even happier.
Nov 2, 2012 at 6:45am
If you cannot do mathematics, you cannot reason. There's no such thing as :"emotional intelligence," that is just memorizing a disconnected, unrelated set of authoritarian premises, like Alex in a Clockwork Orange. Your stomach should feel bad if someone ______.
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.
Nov 2, 2012 at 9:18am
Many years ago I graduated in science, and yes I took my calculus, algebra, geometry and possibly did not fully appreciate (at that time) how these important subjects permeate through all the sciences including business, biology, health sciences, engineering etc.. I was shocked by your article how our math education has moved onto a slippery slope, downward. It is sad to see BC falling behind Ontario, Quebec. Math is important. We should all demand higher standards in math education. Many universities now demand completion of Grade 12 mathematics to even enter into a university program. Look at your entry exams for law, medicine and business and engineering. Professional degrees require a basic understand of mathematics, many jobs requires math skills, and above all it opens doors to better jobs and greater variety of jobs. It is very short sighted to lower the standards of required mathematics in our high school education system
Nov 2, 2012 at 2:40pm
As an engineering student I don't need to compose or decompose much poetry these days, but I'm better off for having been taught. In real life I have yet to need to identify the themes of a short story, but I'm glad I learned how. History comes in handy from time to time, although I don't use it every day. I appreciate the importance of keeping up with current events, even though I vote in an election less than once each year. Music class was fun and I still enjoy playing an instrument, but for me it's not central to making a living. These days my bookshelves are filled more with textbooks and research papers than with literary fiction, yet I'm glad to have been introduced to both.
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.
Nov 2, 2012 at 7:59pm
If everyone working in the BC government put together had half a brain they'd just emulate the Kumon math program, which works very well.
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.
Nov 2, 2012 at 10:51pm
Richard, Math does have a lot to do with reasoning
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,
Nov 4, 2012 at 7:32am
Morgus6: Every last piece of property on the planet has been determined using calculus, not to mention all the air and sea travel being reliant on it to succeed.
Mathematics and philosophy went commonly hand in hand up to the time of Bertrand Russell. The understanding of math logic hones the brain.
Nov 5, 2012 at 1:13pm
Do not look at the current low academic standards at all. Look beyond. Students can excel if they want to, we have superb textbooks on math. All one needs to do is pick up a textbook and do more than the minimum required by the teacher. Do the practice problems, yes, all of them, make the foldable, look up who Mr. Pyhtagoras was. Discover. Be curious. Engage. Run a math journal. Find out why all things fall at the same speed regardless of their masses (till terminal velocity) Do less bullsh** with your buddies. Have a clue and some determination.
Nov 8, 2012 at 10:48am
As a former private college instructor with over 20 years of service, I can unreservedly vouch for the fact that the standard of education in B.C. has declined significantly - and not just in math. I taught practical "hands-on" and related theory courses. They required some basic high school math with a small amount of calculus, as well as some basic writing skills. Truthfully, if I had presented the same level of depth in my final years that I did in the earlier years I would have had a failure (or perhaps dropout) rate of 100%. There was constant pressure to "soften" things because apparently it doesn't look good for the college (and hence the instructor) to have high failure rates. Particularly embarrassing was the fact that many students for whom English was second language (ie Asian and Scandinavian students) outperformed local students. It's quite clear that our basic K-12 education system is in decline compared to many other developed countries.
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.