Letter of the Day | Addressing the crisis in mathematics

THE EDITOR, Madam:

Having assisted students with mathematics-related courses from my time at the University of the West Indies to the present day, I have encountered significant challenges in the education system.

Many students, at both the Primary Exit Profile (PEP) and Caribbean Secondary Education Certificate (CSEC) levels, struggle with basic math concepts, from arithmetic to algebra. This observation, coupled with the declining math performance on a national scale, underscores the urgent need for reform.

While I am not an educator in an official capacity, I have offered tutoring services over the years and believe I have insights that could contribute to improving the state of math education in Jamaica.

I appeal directly to Prime Minister Andrew Holness and Minister of Education Fayval Williams to consider the following structured approach to addressing this national issue.

The recent 2024 CSEC mathematics results show that only 38.9 per cent of students from public schools passed, while the overall pass rate, including private schools, was even lower at 33.4 per cent.

This indicates a fundamental issue in how mathematics is taught and absorbed from early education. As a tutor, I have seen students struggle with essential topics such as arithmetic, algebra, and even problem-solving – skills that should be well developed by high school.

A MULTI-LEVEL SOLUTION

1. Foundational support at the primary level

The decline in math competence begins long before students reach secondary school. To address this, I propose:

- Specialised math intervention programmes at grades 4-6 to focus on key numeracy skills. These programmes could include weekend math camps, after-school tutoring, and interactive math workshops designed to strengthen students’ foundational understanding.

- Teacher support and training, ensuring that primary-level educators are equipped with creative teaching strategies to engage students in math.

- Developing math labs where students can actively explore mathematical concepts would also foster deeper understanding.

By strengthening early math education, students will enter secondary school with the confidence and skills they need to succeed in CSEC.

2. Revamping secondary school math programmes

At the secondary level, where many students struggle, it is vital to implement continuous assessment and tailored interventions. I recommend:

- Weekly math assessments to help teachers identify students’ weaknesses early and address them before they fall too far behind.

- Focused remedial programmes for students who consistently perform below the expected level. These could take the form of peer tutoring, where high-performing students assist their peers, as well as math clubs and competitions to encourage enthusiasm for the subject.

These measures can make a significant difference in students’ preparedness for the CSEC mathematics exam.

3. Incorporating technology in learning

The integration of technology into the classroom is no longer optional. I propose:

- A national digital math platform where students can access practice questions, video tutorials, and interactive games designed to reinforce what they’ve learned in school.

- Utilising data analytics to track student progress and identify areas of difficulty, allowing for more personalised learning experiences.

The government could also explore partnerships with technology companies to make these platforms widely available, especially to under-resourced schools.

4. Parental and community involvement

Parents and communities play a pivotal role in supporting students. Offering workshops to teach parents how to assist with math homework or provide a conducive learning environment could have a profound impact. Additionally, establishing community learning hubs with access to resources and tutoring would help students who lack support at home.

5. Teacher development and incentives

Teachers are at the core of this challenge. Providing continuous professional development and math-specific training for educators is crucial. Offering incentives for math teachers, such as scholarships for advanced degrees or recognition for excellence, could help retain and motivate those dedicated to improving math outcomes.

AN URGENT CALL TO ACTION

Prime Minister Holness and Minister Williams, the time to act is now. The declining pass rates in mathematics are a clear sign that urgent and comprehensive reforms are needed. These reforms must focus on early intervention, continuous assessment, and leveraging technology, while also ensuring that teachers and parents are fully supported in their efforts.

As someone who has worked closely with students at various levels, I have seen firsthand where the system falls short and how we can begin to fix it. I offer my experience, insights, and willingness to help contribute to a national solution that ensures our students are mathematically literate and prepared for the challenges of the future.

By implementing these changes, we can turn the tide and ensure that Jamaica’s students are not only passing their math exams but are excelling in them.

Let’s work together to build a brighter future for the next generation.

JANIEL MCEWAN

Advocate for Educational

Reform