By Dr Marsha Black-Chen
The Importance of Dialogue
The problem of low mathematics performance among students across all levels of the Caribbean education system has been a systemic problem, and some may say it has been so for generations. The understanding is that being proficient at math ultimately leads to an understanding of life. Hom and Gordon (2021) posit that mathematics is the science that deals with the logic of shape, quality and arrangement- math is everything we do. They have alluded that, since the beginning of recorded history, mathematical discovery has been at the forefront of every civilized society and more importantly, mathematics is seen as a necessity for our daily lives. However, many individuals find their competencies in mathematics lacking, which may be one of the reasons there is low performance among students in schools.
Over the years, successive governments, educators, and administrators in educational institutions across the Caribbean have had to grapple with implementing changes and finding solutions for this jarring problem- that of low mathematics performance. On October 10, 2024, The Philosophy of Education Movement of the Caribbean (PEMCA-J), through its mantra, “Educators Empowering Minds, Shaping the Future Through Shared Practice” provided an avenue via Conversation #4 with the intent of understanding the root causes of low mathematics performance in Caribbean schools. Such a conversation also sought to hear from experts in the field on putting forward possible solutions to mitigate this problem. This conversation was important as PEMCA seeks to pursue social change rooted in philosophical ideals, while promoting awareness among educational practitioners and policy makers on the interconnectedness of educational philosophy, educational practice and policy.
Primary Objective of the Conversation
The primary objective of the conversation was to include and highlight teacher practitioners’ classroom experiences as a way to identify practical solutions. Among the information presented were challenges practitioners experienced in disseminating mathematical problems to having a solution-oriented approach to low student performance in mathematics. Firstly, the reality is that many instructors experience challenges daily, as they struggle with mathematics instruction, including common difficulties students face. Secondly, strategies are needed- including innovative strategies to improve mathematics performance in classrooms. Thirdly, to address the solutions that are needed, participants collaborated to ask questions and made suggestions to identify actionable steps for local and regional implementation. Finally, the conversation sought to examine what might be some of the underlying causes of low math performance and investigate practical, research-based solutions by engaging teacher practitioners with first-hand classroom experience. Hence, at the heart of solving this issue of low performance in mathematics, a common denominator among Caribbean students is that a conversation is necessary to understand the root causes of low performance in mathematics among pupils in the region.
Low Math Performance in Caribbean Schools
Low math performance remains an ongoing and urgent issue in Caribbean schools and continues to garner significant attention from educators, policymakers, and researchers. The 2024 CSEC mathematics exam saw only 39% of students passing the subject, a slight increase over 37% and 38% in 2022 and 2021, respectively. Of the total grade 11 cohort (approximately 33,564), 61% took the exam, with a pass rate of 39%, equating to 7,984 passing students. This means that only about 24% of the school-leaving population now possess an accepted qualification in mathematics (Caribbean Examination Council, 2024). Consequently, the problem of low student performance in mathematics with about 36% of students passing mathematics in 2023, and a slight improvement in 2024 to 39%, though only 3% improvement, can be considered a start. This may not be good enough, consequently, the need for a collective effort to solve the problem is critical and must include- teachers, parents, students, policymakers, academics, and industry partners.
In defining mathematics, Raveendran (2024) posits that it is a subject of logic, and which is in keeping with helping students grow their problem-solving skills. The governing body for the assessment of students in the region is the Caribbean Examinations Council, established in 1972 under Agreement by the Participating Governments in the Caribbean Community (CARICOM) provides mathematics syllabuses of the highest quality. Furthermore, this governing body defines mathematics as one of the oldest and most universal means of creating, communicating, connecting and applying structural and quantitative ideas (CXC, 2024). Mathematics syllabuses therefore provide students with the advanced mathematical ideas, skills and techniques to allow for the understanding of concepts involved in why and how these concepts work, as well as how they are interconnected. Despite numerous efforts to improve student outcomes, many students struggle with mathematical concepts, leading to subpar performance on national and regional assessments of the low mathematics performance in Caribbean schools. As such, to understand the low performance of students in mathematics is to understand what practitioners experience daily, while exploring workable solutions. Therefore, the importance of quality education and the need for a public dialogue on the challenges facing the education sector are needed to address the low performance in mathematics in Caribbean schools going forward.
The Way Forward
As societies evolve, and as math has become more complex to meet the needs of society, there has been vigorous attention in finding a solution to low mathematics performance among Caribbean students. PEMCA’s Conversation on Education- Conversation #4 allowed for a deep level conversation to take place among educators, parents and students, while giving a platform to the relevant stakeholders across the Caribbean- educators, researchers and CXC personnel to share their knowledge on what they believe are the root causes of low performance among Caribbean students in mathematics. While the discussion was revealing, the recommendations are not exhaustive to the recommendation for the way forward.
In an effort to continue the dialogue and solve the issue of low mathematics performance among Caribbean students, the following recommendations are important to consider:
Recommendations for Educators and Researchers:
- Continue scaling up the home numeracy intervention program for 3–5-year-olds in Jamaica and potentially expand to other Caribbean countries.
- Increase the use of mathematics games, manipulatives, and visual aids to make mathematics more engaging for students.
- Incorporate more critical thinking and reasoning exercises in mathematics instruction.
- Improve calculator instruction to ensure students can properly use that instrument during examinations.
Recommendations for Ministries of Education in the Region:
- Consider implementing early intervention programmes to address mathematics learning gaps starting from the primary school level.
- Review and potentially reduce primary school mathematics curricula to allow teachers to cover topics in more depth.
- Enhance preparation of mathematics teachers by teacher training institutions especially in making abstract concepts relevant to real-world applications.
- Provide more opportunities for teachers to experiment with new teaching methods through Professional Learning Communities and action research.
- Explore ways to place the best teachers of mathematics in foundational years.
- Consider introducing basic algebra concepts at the primary school level.
- Increase funding and resources for addressing the digital divide in education.
In analyzing the problem at hand, the Caribbean Examinations Council (CXC) is intent on developing a performance evaluation system for the region using quartile percentiles instead of rankings, as well as introducing new modular mathematics certification allowing students to be certified in areas relevant to their discipline. Considering only 36% of students passing CXC mathematics in 2023, and a mere 3% improvement to 39% in 2024, these results are a clear indication that there is need for a collective effort to solve the problem and as such, the recommendations are integral. More importantly, there is a need for quality education and an ongoing public dialogue involving teachers, parents, students, policy makers, academics and industry partners on the challenges facing the education sector.
References
Caribbean Examinations Council (2024). Retrieved on October 29, 2024, from RPT2022CSECMayJuneMathematicsSubjectReport.pdf (cxc.org).
George, L., Lubin, D., & Wesley, W. (2024, October 10). Understanding the Root Causes of Low Mathematics Performance in Caribbean Schools: Exploring Possible Solutions. Philosophy of Education Movement of the Caribbean (PEMCA-J). http://edu.zoom.us/j/99061089783?pwd=sgq0KvYITk907tlPwfISjpCeW3RJOj.1
Hom, E. J., & Gordon, J. (2021). What is mathematics? Retrieved on October 20, 2024 from What is mathematics? | Live Science.
Raveendran, B. (2024). What is mathematics? Retrieved on October 22, 2024, from Mathematics: Know Definition, History, Symbols, Branches of Mathematics (byjus.com).
Marsha Black-Chen, Ed.D., is a Senior Lecturer at The Mico University College and a LASPAU/Fulbright Scholar. Her research interests include institutional influence on academic achievement, women in educational leadership, critical pedagogy and qualitative methods. She is the First Vice President: Research and Membership Capacity Building for PEMCA-J.