Latest news with #PISA
Forbes
4 days ago
- Science
- Forbes
It's Time To Change The Math Calculus: How The US Can Finally Get Math Education Right
Four schoolboys watch as their teacher points to a lesson on the blackboard. PISA scores reveal deep problems in how the United States teaches math. Here's what research—and top-performing countries—say needs to change Julie Fitz, Researcher at the Learning Policy Institute, contributed to this story In recent years, a much publicized 'reading crisis' has been a hot topic in the United States, but mathematics achievement tells a much more troubling story. In the 2022 Program in International Student Assessment (PISA), which tested students in 80 jurisdictions worldwide, U.S. 15-year-olds did comparatively well in both reading, ranking 7th among participating nations, and science, ranking 13th. However, U.S. students ranked lower than 30 other nations in math—well below the international average score. In contrast to the highest-achieving countries, U.S. performance is lower for both high and low achievers and shows wider achievement gaps associated with students' socioeconomic status—gaps that national data show have grown even wider since the pandemic. Beyond the scores, the United States has become a math-phobic nation, with many students coming to hate and fear mathematics and too few interested in continuing into mathematically rich fields of study. A recent RAND study found that only about 25% of middle and high school students found their math classes interesting most of the time, while half reported losing interest in math class half or more of the time and the remainder reporting they were rarely engaged by math. Many students had decided they were not a 'math person' before they even got to middle school. This problem has manifested as labor shortages for technical occupations in the United States, with many positions needing to be filled by individuals from other countries on H1B visas, which are increasingly in short supply. As a consequence, calls for reform in mathematics education have once again become widespread. However, efforts to rethink the U.S. math curriculum, instruction, and assessments have come and gone over many years, beginning with the post-Sputnik era in the 1950s, and recurring regularly since. Efforts to create a curriculum focused on deeper understanding of mathematical concepts (often called 'new math,' even though it's decades old) have warred with a status quo that favors rote memorization of basic math facts and the use of algorithms to solve problems that are not deeply understood. This status quo is reinforced by textbooks and tests wedded to a coverage curriculum that touches on many subjects in each grade level without delving deeply into any. At the high school level, the United States has clung to a math curriculum prescribed by a set of educators called the Committee of Ten, appointed by the National Education Association in 1892, the year Thomas Edison received a patent for the telegraph and long before computers, large-scale data, or new statistical methods were on the scene. These combined challenges have been partly responsible for generations of elementary teachers poorly prepared in math and often math-phobic themselves. Furthermore, decades of secondary math teacher shortages means that many positions have been filled by individuals teaching on substandard credentials who have inadequate preparation in math or pedagogy or both. In a high-demand field like mathematics, where college graduates can earn at least 50% more in industry than they can in education, the wage gap between teachers and other professions is particularly problematic, and it is difficult to fill positions with fully qualified teachers. All of this contributes to the widespread difficulties students experience in understanding math. Coupled with long-standing biases about who deserves access to math opportunities, the United States has a widely shared belief that only some people have the 'math gene' that allows them to succeed at math—and that most women and people of color do not have it. There is renewed urgency around math education—fueled by growing global economic competitiveness, equity concerns, and technological change. A number of states are seeking to update their math requirements, infusing more attention to computer science and data science. Councils of mathematicians and mathematics teachers have urged changes to modernize math, focus on big ideas, teach it in meaningful ways, and connect it to real-world problems. Some states, like California, have overhauled their entire math framework with these goals in mind. As this move requires changes in the textbooks and materials the state adopts, it may shift the broader curriculum market. The Gates Foundation is devoting a significant share of its massive giving to the improvement of math education across the country. As Bill Gates has noted, not many students share his love of math. The Gates Foundation's K–12 education strategy is focused on modernizing math education so that it connects to students' interests, abilities, needs, and goals; engages them in collaboration to find answers and communication about their problem-solving approaches; and applies to complex, real-world problems that students know exist outside the classroom, from designing a budget to estimating population growth. The goal is for every student to become a 'math person' and to be able to use the power of mathematics in every aspect of their lives. First, it might be useful to learn from the very different way in which math is taught in the highest-achieving countries, where outcomes are also much more equitable. In the four highest-achieving nations on PISA rankings—Singapore, Japan, South Korea, and Estonia—mathematics is taught in heterogeneous classrooms, with no tracking prior to 10th grade. The curriculum tackles a small number of seminal topics in each school year—like ratio and proportion or the concept of integers—and teaches these deeply from multiple angles. These countries and many others present math in an integrated fashion with domains of mathematical study combined to allow for more robust conceptualization and problem-solving. For this reason, none of these countries teach the Algebra I, Geometry, Algebra II/Trigonometry sequence common in U.S. high schools, as prescribed by the Committee of Ten in 1892. In Japan, for example, Mathematics I, II, and III each combine elements of algebra, geometry, measurement, statistics, and trigonometry. As is also true in Singapore, the focus is on taking time for students to intently discuss and collaboratively solve complex problems that integrate the content—often just one complex problem in a class period—rather than memorizing formulas and applying rote procedures to multiple problems that isolate the mathematical ideas and challenge students' deep understanding. In both countries, reforms over the last decade have focused more intently on experiential and project-based learning and applications to real-world problems, adding data use across the grades. In Japan, when differentiation occurs in 10th grade to add greater challenge to the courses of advanced students, the curriculum remains similar, and both lanes allow students to reach advanced courses like calculus. A similarly integrated curriculum is used in South Korea, where a 'learner-centered' approach advanced by the Ministry of Education has focused mathematics on active engagement in problem-solving. In Estonia, the most rapidly improving country, reforms over the last decade have followed a similar path while focusing intensely throughout the grades on the use of computers and statistics for data analysis, using real-world problems to organize mathematical inquiry (Hõim, Hommik, and Kikas 2016). In all cases, these highly successful countries develop a more integrated curriculum organized around major concepts that are taught deeply, infused with real-world data and problem-solving, and taught to all students. Second, in addition to modernizing the mathematics curriculum, we need to support the development and use of high-quality instructional materials that reflect the integration of mathematical ideas, the use of real-world data to pose and solve problems, open-ended approaches to exploring problems using multiple methods, and robust mathematical discourse in the classroom. High-quality instruction also requires well-prepared, supported teachers. The curriculum will not teach itself. Teachers need extended opportunities to learn how to teach this kind of curriculum, beginning in preservice education and continuing throughout their careers. They need opportunities to develop both content knowledge and pedagogical skill through preparation programs and professional development that emphasize deep understanding and help teachers learn to create supportive, inclusive learning environments. Unlike the traditional 'sit and get' or drive-by workshops teachers often experience, professional learning needs to be ongoing and job-embedded, with opportunities for teachers to collaborate and learn from each other with support from skilled math coaches—a strategy used by many countries in updating their curriculum and adopted by California as part of its new math reforms. We also need to address the long-standing math teacher shortage. In the high-achieving countries noted earlier, teachers typically earn as much as other college graduates (Singapore pegs salaries to those of engineers), and are treated with great respect, so teaching is a desirable career. U.S. teachers, by contrast, earn about 25% less, on average, than other college-educated workers and have much more grueling work schedules—with more hours teaching students and less time for planning and collaboration. Pay differentials are even larger for fields like math, so filling teaching vacancies with fully qualified teachers is difficult, especially in schools serving large concentrations of students from low-income families, which are often under-resourced. These schools, as a result, offer fewer advanced courses and rely more heavily on uncertified teachers or substitutes who come and go. As was true for a brief time in the post-Sputnik era, the recruitment, retention, and training of teachers need urgent policy and funding attention. Research has shown that math isn't just about what we teach—it's about how we teach it. Classroom environments should foster curiosity, persistence, and collaboration. Instruction must reflect both powerful mathematical concepts and supports informed by the science of learning and development, recognizing students' social, emotional, and cognitive needs. A recent report from the Learning Policy Institute synthesizes research findings from the fields of mathematics teaching and learning, educational psychology, and the learning sciences to identify key classroom conditions that support K–12 math major principles emerge as key: There are compelling reasons on many levels to ensure all students are prepared and supported to excel in mathematics: to support our country's ability to be competitive in a global market, to prepare students at every level for the ever-increasing complexity of modern times, and to develop critical cognitive functioning. But at the heart of it, children should learn math because, as Francis Su said, 'To miss out on mathematics is to live without experiencing some of humanity's most beautiful ideas.
CTV News
21-06-2025
- General
- CTV News
Is Canada losing its education edge? Here's what experts say
Research shows Canadian students are scoring lower than before on international evaluations of education. (Pexels/SHVETS production) Canada's education quality has been facing a slow decline over the past few years, research has shown. The latest mathematics scores from Canadian students on an International Association for the Evaluation of Educational Achievement (IEA) test from last year show the country ranking 32nd out of 64 countries that were part of the well-known international standard test conducted every four years. The test is conducted at the Grade 4 and Grade 8 levels in six benchmarking systems, in which 65 education systems participated — 59 education systems and six benchmarking systems participated in Grade 4 assessments, and 44 education systems and three benchmarking systems participated in Grade 8. Furthermore, despite Canada continuing to rank among the top ten countries in the 2022 Programme for International Student Assessment (PISA) survey — a programme that assesses the knowledge and skills of 15-year-olds in mathematics, reading and science — the country's national trends have consistently declined since the early 2000s, experts say. Around 690,000 students took part in the PISA survey in 2022, from 81 participating countries. More than 23,000 Canadian students from 867 schools participated in mathematics, reading or science tests. However, East Asian countries like Singapore, South Korea, China and Japan ranked at the very top in both tests. Canada has three major issues that need troubleshooting, John Richards, an expert on social policy and education and an author, told 'One is that we have declined in all three subjects relative to the benchmark that was organized in the beginning,' Richards said. 'Second point is the four big provinces — Que., Ont., B.C. and Alta. — their performance has been better. They have declined more slowly than the six small provinces, which have declined more quickly.' And the third is mathematics, he said. 'Which is where our biggest decline has been.' 'Summer learning loss' The solution for it may be rooted in how Canadian provinces are organizing the school year to maximize learning opportunities for students. A year-round school schedule is starting to catch the attention of provinces and educational institutions in Canada, with some electing to adopt this new form of school year so students can benefit from it. A commentary by the Fraser Institute from 2023 that supported the idea of provinces allowing schools to schedule their own school years noted that experts had coined a term for the learning loss that can occur during an extended summer break — 'summer learning loss.' Research says it's more beneficial for a child to have a year-round school system, rather than a long break over multiple months, Todd Cunningham, a clinical and school psychologist and an associate professor at the University of Toronto's Ontario Institute for Studies in Education (OISE), told However, children can retain information and perform well even after a long break from school if they have adequate opportunities to learn at home and an environment that supports their skill development, Cunningham said. 'Those who have the means and the opportunities will continue to develop their skills, and those who don't have the means, opportunities or abilities to do it — they're not going to continue to develop their literacy skills, numeracy skills,' he said. 'With that, when you come back in September and you kind of measure those two groups, there's going to be a difference between where they're at.' School curriculums can sometimes be influenced by political factors rather than best practices in education, according to Cunningham. 'We're trying to help shift the understanding and knowledge base that teachers have to be more in line with what the evidence (shows) are the best practices for literacy and numeracy, and I feel that that's a key thing that we should be doing across Canada,' he said. According to Cunningham, teachers are facing a different set of challenges in the classroom, and there needs to be more investment in the training and upgrading of their knowledge and skills, along with additional support. Richards believes institutions like schools are composed of multiple elements, such as teachers' unions and provincial budgets. He notes that while better teaching practices can help, broader change won't come from a single solution. 'I don't think there's one silver bullet that will make Canada go back to where it was at the beginning of the century,' he said.
See - Sada Elbalad
18-06-2025
- Politics
- See - Sada Elbalad
ICESCO, Malaysia Discuss Partnership for Inclusive, Sustainable Education
Mohamed Mandour As part of his participation in the annual ASEAN Education Ministers Meeting, Dr. Salim M. AlMalik, Director-General of the Islamic World Educational, Scientific and Cultural Organization (ICESCO), held a bilateral meeting with Dr. Fadhlina Sidek, Malaysia's Minister of Education. The meeting focused on exploring ways to enhance cooperation between the two sides in the fields of education, innovation, and heritage preservation. Her Excellency the Minister presented key initiatives of the Malaysian Ministry of Education, which have made the country's education system a comprehensive model for achieving the fourth Sustainable Development Goal (SDG 4). She noted that education in Malaysia is guided by a holistic vision that values quality, equity, and sustainability. For his part, Dr. AlMalik commended Malaysia's educational experience and stressed the importance of strengthening international partnerships to achieve inclusive education for all. He also highlighted ICESCO's initiatives in this regard, including its ongoing cooperation with the Organisation for Economic Co-operation and Development (OECD) in support of the international PISA assessments. Dr. AlMalik invited Dr. Sidek to participate in the third Ministerial Conference on PISA, which will be organized by ICESCO in Samarkand in November 2025, and is considered an important platform for exchanging expertise and encouraging educational policy reform in Member States. The meeting also touched on the Greening Education initiative, launched by ICESCO in collaboration with the University of Cambridge, which aims to develop long-term strategic visions in the field of education. Dr. AlMalik also underscored the importance of integrating values of peace into school curricula and embedding them into the educational policies of Member States. The two sides also discussed the issue of girls' education in Afghanistan. Dr. AlMalik stressed the need for Member States to stand in solidarity and support ICESCO's efforts to ensure Afghan girls' right to education, affirming that this is a humanitarian and moral obligation that requires concrete cooperation from all. read more Gold prices rise, 21 Karat at EGP 3685 NATO's Role in Israeli-Palestinian Conflict US Expresses 'Strong Opposition' to New Turkish Military Operation in Syria Shoukry Meets Director-General of FAO Lavrov: confrontation bet. nuclear powers must be avoided News Iran Summons French Ambassador over Foreign Minister Remarks News Aboul Gheit Condemns Israeli Escalation in West Bank News Greek PM: Athens Plays Key Role in Improving Energy Security in Region News One Person Injured in Explosion at Ukrainian Embassy in Madrid News China Launches Largest Ever Aircraft Carrier Sports Former Al Zamalek Player Ibrahim Shika Passes away after Long Battle with Cancer Lifestyle Get to Know 2025 Eid Al Adha Prayer Times in Egypt Business Fear & Greed Index Plummets to Lowest Level Ever Recorded amid Global Trade War Arts & Culture Zahi Hawass: Claims of Columns Beneath the Pyramid of Khafre Are Lies News Flights suspended at Port Sudan Airport after Drone Attacks Videos & Features Video: Trending Lifestyle TikToker Valeria Márquez Shot Dead during Live Stream News Shell Unveils Cost-Cutting, LNG Growth Plan Technology 50-Year Soviet Spacecraft 'Kosmos 482' Crashes into Indian Ocean News 3 Killed in Shooting Attack in Thailand
Korea Herald
15-06-2025
- Science
- Korea Herald
Curious minds, better grades: Study finds curiosity linked to academic success among teens
While many factors a correlated with a student's grade, curiosity — not grit or self-control — emerged as the factor with the biggest link to academic success among 15-year-old students in South Korea, according to a new analysis of the Programme for International Student Assessment (PISA) data. The Korea Education Development Institute revealed the findings in its spring 2025 issue, drawing from the 2022 PISA assessment, which surveyed approximately 5,600 Korean students. PISA, run every three years by the Organisation for Economic Cooperation and Development, evaluates how well 15-year-old students worldwide have acquired the knowledge and skills needed to participate in society. Alongside cognitive subjects like science, mathematics, reading and creative thinking, the 2022 edition also assessed social-emotional competencies such as curiosity, perseverance, emotional control and stress resistance. Korean students in the higher achievement groups scored significantly higher in curiosity than those in lower groups across all subjects. Perseverance also showed consistent correlation, with high scorers outperforming their peers in every subject. Emotional control revealed was not linked to test scores, except in science and math. Interestingly, in stress resistance, lower-achieving students often scored higher than their higher-performing peers in subjects excluding science and math. When comparing Korean students' social-emotional competencies to the OECD average, emotional control stood out as Korea's strongest suit. Korean students scored 0.18 on average in controlling their feelings, outperforming the OECD average of –0.01 by 0.19 points. Korean students also slightly exceeded the OECD average in curiosity and stress resistance, though they fell slightly behind in perseverance. "Students with high social-emotional skills are better equipped to manage stress, maintain healthy interpersonal relationships, and navigate collaborative environments," Lee Ju-yeon, the KEDI researcher, said. "These competencies are essential not only for academic achievement but also for a successful and fulfilling life." The results added the importance of integrating social-emotional learning into educational policy and classroom practices while pointing out how students' ability to self-direct learning is crucial in digital education, as emotional regulation is directly connected to confidence in learning.
India Today
10-06-2025
- Health
- India Today
Why Maths feels so hard? Science has the answer
Ravi still remembers that day in fifth grade. The teacher handed back the math test, and there it was, a big red circle around his answer, marked wrong. His classmates giggled, and the teacher sighed, "You just don't get it, do you?"From that moment on, Ravi decided: math is not for later, he still freezes up when he has to calculate a tip or help his daughter with her homework. Sound familiar? If you've ever felt your stomach turn at the sight of a math problem, you're not alone."The moment I see numbers in a word problem, my brain just shuts down," says Sneha, a Class 10 student in Delhi. "Even if I know the method, I panic and mess it up."advertisementIT'S NOT JUST YOU, IT'S YOUR BRAIN Believe it or not, the fear of math is real- and it's got a name: math anxiety. Researchers at the University of Chicago found that people with math anxiety experience activity in the same part of the brain that processes physical pain, just by thinking about doing Stanford University study using MRI scans showed that math-anxious children had hyperactive fear centers (amygdala) and underactive reasoning centers (prefrontal cortex). This means their brain goes into a state of panic."I used to think my students were just lazy or not trying hard enough," admits Mr. Ghosh, a middle school math teacher in Kolkata. "But once I learned about math anxiety, I realised they're not lazy-they're scared."BUT WHERE DOES THIS FEAR BEGIN?1. Bad early experiencesMany people trace their fear back to school-timed tests, confusing instructions, or being humiliated for mistakes."I was once told to stand outside the class because I couldn't recite the 7 times table," recalls Ramesh, now 32."That memory still haunts me."advertisement2. The "I'm not a math person" mythA global education survey (PISA 2012) found that students who believed "math talent is something you're born with" performed significantly worse than those who believed effort matters."Everyone around me said things like 'our family isn't good at math'-so I just accepted it," says Priya, a college student from Bengaluru."It was like a family curse."3. Teacher troubleA study from the University of Chicago revealed that female teachers with math anxiety often pass it on to their female students, leading to lower performance and confidence."As a teacher, I try to hide my own fear of numbers. But kids pick up on it," says Mrs. Saini, a primary school teacher in Jaipur. "Now I work on my own confidence first, so I can help build theirs."WHAT DOES THE DATA SAY? Why It Matters?Math fear doesn't just affect report cards-it shapes lives."I avoided engineering even though I loved physics-just because I was scared of calculus," says Amrit, now studying literature. It affects career paths, job readiness, and basic confidence in managing money, bills, or taxes. Over time, math anxiety can snowball into missed opportunities and lifelong NEWS: YOU CAN BEAT ITStart small: Use real-life math-like cooking, shopping, or your mindset: Mistakes are not failure-they're part of tools: Apps, games, and online tutors can help build support: A patient teacher or mentor can help rebuild used to cry during math class. Now I help my younger brother with his homework," says Kavya, a student who overcame math anxiety with the help of a supportive isn't a monster hiding under the bed. It's a skill-one that anyone can build with time, patience, and the right support. So the next time numbers make you nervous, remember: it's not you, it's your wiring-and science says you can rewire it.
