Scenario Matrix-EDEM630

The Future of Mathematics Education

The Big Question/s:

What do we know about Mathematics in NZ Schools?

Why do many students do not succeed in Mathematics?

What needs to be done to confront obstacles with the subject?

Will technology be an effective instructional medium for Maths education?

Today's students will live and work in the twenty-first century, in an era dominated by computers, by world-wide communication, and by a global economy. Jobs that contribute to this economy will require workers who are prepared to absorb new ideas, to perceive patterns, and to solve unconventional problems.

Learning Goals:Geometry and arithmetic--thinking and calculating--are not only paradigms of school mathematics but also caricatures of mathematics in the minds of parents. Today, for quite different reasons, neither goal is especially relevant. Although most children learn to calculate well enough, calculators have made this hard-learned skill virtually obsolete. And although high school students still study proofs in geometry, little learned there-and little is all it is-transfers to clarity of thought in other important areas of life.

To help today's students prepare for tomorrow's world, the goals of school mathematics must be appropriate for the demands of a global economy in an age of information.

Social Constructivist Approach: Teacher will always evaluate students’ prior knowledge at the beginning of a lesson. Teacher will guide students to restructure their existing ideas. Teacher gives opportunities for students to apply their ideas. Teacher will guide students to make reflections. Social constructivisms stress the need for collaboration among students and practitioners. Mutual dependence or positive interdependence. Each member is responsible for completing the assigned tasks, mastering the material and explaining the work to the class, group members sit together to discuss and teach what they know to other members, students need to develop listening, respecting others, sharing responsibility.

Reform and Controversy in Maths Education: To begin, there are two terms in this controversy which both sides seem to agree upon their definition. They are "traditional maths" and reform math (modern maths). Modern maths involves a type of curriculum intended to help children discover, understand and integrate knowledge through the independent exploration of mathematics.  It is also about how children learn and how to enable students to reach the content goals that are set for them by their teacher. It is hardly ever described as a math curriculum which initially allows students to discover mathematical concepts on their own and then reinforce them with repetition and practice. It has garnered a broad but shallow consensus among the two sides of the controversy and has obviously become a point of conflict which has to win.Traditional maths that is common when today's adults and elders were in school and suggests that children mimic mindlessly what teachers model with the hope that somehow the mimicry will lead to learning.  Modern maths have the desire to make math fun and interesting. Teachers let technology, manipulatives, group work/cooperative learning and the use of realistic situations act as the means to the end.

Parents and traditionalists have taken the stance they have in believing there is no place for "modern math" in a mathematics curriculum.  These people believe that any change is bad and that mathematics should be taught the traditional way - because that's how they learned it so "their children and grandchildren should learn it the same way. They also feel that widespread testing on computation skills will keep us on the straight and narrow path. Traditionalists have no place for problem-solving of real-world situations in a mathematics curriculum. Traditionalists believe mathematics to be a set of rules, skills and facts that need to be learned, maintained, and drawn upon when and if necessary. Other traditionalists understand mathematics to be "a unified (but static) body of knowledge, with all the parts logically connected, there to be discovered by humans. In essence, the traditionalists support the behaviorist theory of learning which is based on stimulus-response theory. Hence, the teaching is very directive and the classroom is extremely teacher-centered.

Modern Maths is one in which students engage in purposeful activities that grow out of problem situations, requiring reasoning and creative thinking, gathering and applying information, discovering, inventing, and communicating ideas, and testing those ideas through critical reflection and argumentation. On the other hand, the modern maths follows the cognitive theory of learning. Because of this, their teaching is very indirect and the classroom is notably student-centered.

One underlying issue in the controversy, which can be seen as a problem of understanding, is what each side is using as their definition of mathematics.

Effective  Instructional Technology for Maths Education: Today, classroom teachers may not have personal experience with the technology and present an additional challenge. In order to integrate technology-based activities and projects in their curriculum, teachers first need to find the time to learn to use the tools and understand the terminology required for participation in projects or activities. They must have the ability to use technology to improve student learning, and to strengthen personal development training.

Educational technology enables students to improve the skills and concepts through multiple representations and advanced visualization. Its benefits include greater accuracy and speed in data collection and graphics, real-time display, the ability to collect and analyze large volumes of data and collaboration data collection and interpretation and presentation of results more varied. The technology is also engaged students higher-order thinking, builds strong problem-solving skills, and develop understanding of the concepts and procedures, when used appropriately.

Major Trends

New pedagogical models are emerging that encourage a wide range of technologies and tools to be imbedded seamlessly into the course design.

There is an increasing interest in using new sources of data for personalizing the learning experience and for performance measurement.

The role of educators continues to change due to the vast resources that are accessible to students via the Internet.

The educational system is constantly being challenged to offer better education to more people, at the same time as technological development continually opens up new possibilities and methods of learning.
It is important that the teacher is conscious of this trend, and intervenes in the processes when it is desirable or natural to do so. Methods in the field of education with technology often require different things of the teacher at the same time demanding more student activity.
By using the studio and technology, one puts forward demands and expectations of other study habits and ways of solving learning tasks than the more traditional teaching and learning methods. The teacher is continually meeting new expectations and this can for many people feel like an extra burden. One should be a professional practitioner of one’s chosen subject area by disseminating this further, whether this is a profession or more or less separate subject areas.

As a professional, the teacher is likely to become a role model or standard for his or her students. The teacher should also be a subject developer. By this one means that the teacher should, through continual work, bring new knowledge to the subject through his/her own experience, and research and development work. The teacher’s role as a subject disseminator is also emphasised by focusing on the "good teacher", who in an inspiring and lively manner, awakens the desire, and therefore also the motivation for learning. Some teachers feel threatened by new technology and experience - that this may make the teacher superfluous. The way we see it, however, technology will never be able to make the teacher redundant, but it may make the teacher’s role different.
The teacher’s daily plan is often full of countless challenges and the time constraints are very tight. However, it is expected that creativity should be given space at work in an active search for new knowledge and new methods. In this connection it is important that the teacher feels competent to move forward with the new tasks in hand. Motivation and competence are closely connected. Increased competence leads to increased motivation to develop what one is doing, and this in turn leads to one wanting to try something new. In this the interplay between teachers, teacher and student and between students becomes very important. Positive interplay and commitment increases the motivation and the learning effect.
In distance education, as in all types of teaching, teaching material is presented and a structure for dialogue between teacher and student is established. Here the teacher and students meet as part of the learning process. The students are fellow members and must to a larger degree than in traditional teaching, be made responsible for their own learning and faith in their own ability to master the learning situation. The teacher has a responsibility to help promote learning preconditions such as working habits, attitudes, knowledge and motivation.
Thinking through various teaching methods and assessing which possibilities they offer for learning is, in our opinion, not just important, but also challenging for the teacher. New technology is continually opening up new applications, and without the urge to try out new methods the teacher’s work can seem monotonous, and the students can miss out on good and varied teaching set-ups. The importance of variation in teaching is often overlooked, although this is closely connected to the students’ motivation and activity. The use of ICT must be carefully planned and put into a pedagogical framework. It must, in other words, have a subject context and never be slung about in a careless way. It requires the teacher to possess good pedagogical and didactical knowledge and be able to apply this in such a way as to promote learning processes.