Various Prince George schools have initiated discussions on reforming the delivery of Math 8 education by expanding the amount of time students spend doing math.
These discussions are driven by the district's desire to improve students' achievement in math.
At our school, some delivery proposals for increasing math instruction include extending the semester, two-term system to a tri-term model combined with a single term elective; integrating math/science into one course similar to Humanities 8 where language skills are taught and developed using both English and social studies learning resources as a vehicle. In a proposed all-year integrated math/science course, numeracy would be supposedly enhanced using science/math related materials.
Some other models have been discussed.
This reform is grounded on the notion that if students' engagement in math is increased, numeracy will improved.
Some teachers are suggesting that further discussions need to occur to collaborate on an agile model that considers the varied range of student ability.
That is, a model that would engage learners regardless of their rate of learning and degree of understanding of numerical concepts.
Some frown at the possibilities that students who are already meeting or exceeding expectations would be left unchallenged in an elongated course.
Regardless of the typologies of the delivery models being considered for improving numeracy, perhaps, it might be useful to first investigate tenets of 21st century learning literature before embarking on a systems change.
Indeed, any shift in paradigm should be well advised before navigating through uncharted and perhaps unpredictable terrain.
As schools prepare to make their first steps into this journey, it may be of utility to be mindful that 21st Century Learning, according to some scholars "addresses the whole child" and is student centered (www.21stcenturyschools.com).
Moreover, skills are learned through a curriculum which is "interdisciplinary, integrated, and project based for life aimed at engaging students in addressing real-world problems and issues..." The teacher moves from being a dispenser of knowledge to "...an orchestrator of learning..."
Terry Espejo
Prince George
