Solving the CSEC maths problem

Almost two months have elapsed since the 2024 Caribbean Secondary Education Certificate (CSEC) results were released and Jamaicans have collectively wrung their hands and bemoaned the national underperformance in mathematics.

Most schools and their administrators continue to operate as they always have, making no change at all to how things are done.

The truth behind the numbers is far grimmer than the actual pass rate of 39 per cent, stated by the Minister of Education and Youth, Fayval Williams, who expressed her disappointment in a media address on Monday, August 27.

If we understand how an average is calculated, then we must contemplate two realities: the schools that consistently perform higher than the national average and those that are at, or below, the national average.

Let us consider, firstly, those ‘pockets of excellence’ – schools reporting average pass rates higher than the national average.

These schools and their administrators are unfazed and unbothered by the annual outcry around the extremely low CSEC mathematics pass rate every August. These schools interview their prospective sixth form cohort before grades are released, and continue to plan for the upcoming academic year, simply carrying on with business as usual as they equip their staff with relevant resources and personal development mathematics workshops that will be instrumental in preserving and improving their already high mathematics pass rates.

SMART GOALS

In fact, these schools are most times focused on improving CSEC grades (rather than focusing only on merely improving the number of passes) in mathematics, in addition to putting SMART (Specific, Measurable, Achievable, Relevant, and Time-Bound) goals in place to improve their overall mathematics pass rate from, for example, 85 per cent to 89 per cent, over the next three years.

These pockets of excellence exist in almost every parish in Jamaica, and we know of them, courtesy of various school ranking reports that we are privy to, in addition to anecdotes from principal updates shared by parents with each other.

Let us now turn our attention to the other reality that informs our overall national average pass rate in mathematics: the schools that have a pass rate in mathematics below 39 per cent.

Imagine for a minute what would happen if we removed the pass rates of those schools in the ‘pockets of excellence’ from the data set … . What would happen to the average pass rate if we removed those high pass-rate figures? We would get a real sense of the extent to which many schools are (under) performing.

Think about it!

What is the actual pass rate of those schools that fall in ‘the sea of mediocrity and failure’?

The data examined shows that there exist schools with a graduating 5th form cohort of approximately 100–120 students, where less than 10 students from each school have achieved a passing grade of at least a grade three. This is way below the average pass rate of 39 per cent! Yet, we continue with business as usual while parents and other stakeholders demand little to no accountability from the Ministry of Education and other relevant stakeholders.

CANNOT AFFORD TO WAIT

To be clear, such a dismal outcome in terms of our national average pass rate in mathematics demands urgent intervention at the policy level, to reverse and remedy. Too many secondary schools are recipients of students in Grade 7 who operate at a level way below what is expected. What are teachers of mathematics in Grade 7 expected to do with these students?

There is an urgent need to reform the effectiveness of our early childhood and primary education efforts. That we need expert teachers of mathematics in substantial numbers across our school system is not up for debate. These are issues that are best addressed via policy.

But, we cannot afford to wait. In the absence of revised policy positions from the Ministry of Education to reverse this deeply worrying outcome, there are actions that individual schools can take to improve their own pass rates in mathematics.

Our children cannot afford to wait for broad policy changes in order to leave school with a more solid foundation in mathematics. Far too much in terms of the future of our children and our nation is riding on improved mathematics pass rates.

Mathematics enhances critical thinking and equips individuals with problem-solving skills. Mathematics trains the mind to approach complex issues logically and analytically. Let me see a show of hands of those who think that, as a people, we could benefit from being more logical and analytical!

A solid grasp of mathematical concepts is foundational for advancements in science, technology, engineering and mathematics. Financial literacy is impossible without being comfortable with mathematical principles. How will this generation understand how to generate and preserve wealth through budgeting, investing, and making informed economic decisions without a solid foundation in mathematics?

INTENTIONAL IN OUR QUEST

Teachers and principals can independently and intentionally utilise well-researched ideas that can aid in making mathematics more relevant to students, thereby improving pass rates.

There are many factors that positively influence performance in mathematics, such as increasing mathematics instruction time, using trained mathematics teachers, encouraging focused teacher-noticing and attending to students, integrating mathematics in other subject areas, improving teacher-student relationships, and many others.

Some of these measures can be immediately applied within our schools, with surety of improved performance.

There exists a plethora of ideas that remain untapped or underutilised that can be harnessed to rectify this monumental problem that Jamaica faces with regards to mathematics performance.

Let us be intentional in our quest to improve our students’ performance in mathematics, access to tertiary education, and quality of life.

Here are some recommendations as to what we can do immediately to improve the mathematics pass rate.

RECOMMENDATIONS TO IMPROVE THE MATHEMATICS PASS RATE

1. Increase Mathematics Instruction Time by Qualified Mathematics Teachers

According to the National Council of Teachers of Mathematics (NCTM), all students should be engaged in learning challenging mathematics for at least one hour a day. Famuagun et al (2024) state that “the amount of time dedicated to mathematics instruction is a critical factor influencing students’ performance”.

Wadel (2021) goes further. He posits that merely increasing total instruction time has no significant effect on outcomes in developing countries, but ensuring that the subject is taught by qualified teachers in these developing countries will see test scores improving.

Additionally, Spitzer (2021) and Vaughn et al, (2012), show that increased time benefits struggling students moderately (with no effect on stronger students) when the instruction time is increased by one hour.

Schools can ensure that students are taught mathematics for at least one hour each day, and that struggling students – that is, those students who entered secondary schools with extremely low Primary Exit Profile (PEP) mathematics scores – are assigned to additional mathematics sessions led by qualified, specialist teachers of mathematics.

2. Mathematics Language in Schools

How relatable is mathematics to our students? Overcoming the crisis that we face in mathematics at the secondary level must involve making the subject more relevant to our students. We need educators to integrate mathematics in all subject areas that students are exposed to, and for other more abstract areas, model scenarios that will showcase the usefulness and practicality of mathematics.

Integration of mathematics can be seen in a limited way, in the grade 7-9 curricula, but there is room for improvement. Research has shown that when the language of mathematics is interwoven and communicated with other subject areas, there is reinforcement of and improved familiarity with mathematical concepts, and students’ fears and limiting beliefs around the subject decrease considerably, according to mathematics blogger White (2022). Integration of mathematics in the curriculum also enhances students’ motivation and engagement, and problem-solving skills (Collins, 2022).

We can create mathematics themes throughout our schools by embedding mathematics in everyday routines.

In our canteens, schools can give small prizes to students who correctly tally orders and make change.

Teachers can introduce mathematics icebreakers when taking attendance.

Schools can have a mathematics day where students create mathematics puzzles, solve problems and interact with regular professionals that utilise mathematics every day, such as farmers, nurses, carpenters, tilers, housewives, and so on.

We need to demonstrate how mathematics informs our daily lives instead of positioning it as an abstract subject with no real relevance and applicability.

3. Use of Technology

The shortage of mathematics teachers is a grave problem that can partly be addressed by using wireless technology, and creative but specific mathematical modelling interventions. Smart boards and pre-recorded lessons by expert (master) teachers made available to schools can greatly assist schools suffering from the shortage of qualified, expert mathematics teachers. This also will address the standard and quality of the mathematics lessons that the students receive.

Schools that are consistently averaging below the national average mathematics pass rate need to have access to personal development workshops in mathematics and other human resources to strengthen the mathematical content and delivery methods that are used.

Can teachers from the ‘pockets of excellence’ schools and other proven mathematics experts, peer-teach or facilitate best practices conversations with the aim of strengthening students and teachers in schools that are under-performing?

This is a low-hanging fruit that the Jamaica Teachers’ Association (JTA) and tertiary institutions can harvest by intentionally facilitating workshops designed to do just this, and individual schools can act on their own initiative to build out their network to make this happen.

Judicia Nembhard is a Mathematics Lecturer. Email feedback to editorial@gleanerjm.com