What is the problem?
It is common for students in secondary schools to find mathematics abstract and irrelevant, frequently questioning its’ usefulness- we have all been there- “but sir/miss, when are we going to use this?!” I have had colleagues try to convince me that students just need to appreciate that mathematics is useful and powerful and that it is not our job to make it useful or relevant- that mathematics “is what it is”.
In the transition from primary school, students commonly disengage (Collie et al., 2018), and their view get progressively worse as they continue through secondary school (McPhan et al., 2008). With concerns around student achievement in mathematics and the student numbers enrolling in advanced mathematics courses, it is timely to reconsider the approach to mathematics teaching and learning.
The solution
Currently, there is strong policy support (ACARA, 2016) and research recommendations (Honey et al., 2014) for mathematics teachers to make connections with other STEM disciplines to provide a relevant context to learn, apply and transfer their skills and knowledge. Science, for example, can provide opportunities to apply mathematical concepts, can assist in the transfer of learning and can present-real world contexts to learn abstract concepts. They share common practices such as inquiry learning and problem solving. As a mathematics and science teacher, I have had the opportunity to experience the overlap in content areas, to see how different departments teach the same concepts and to tinker with interdisciplinary activities and projects that have saved teaching time. Previous research has indicated that well-planned connected learning projects can enhance students’ values towards mathematics (Diedorp et al., 2014) and can improve student achievement (Judson & Sawada, 2000).
The challenges
With discipline-specific curriculum documents and assessment schedules, and that most secondary teachers are qualified to teach one discipline- this ‘solution’ is a challenging one! And let’s not hide that ultimately, after decades of research and trials with connecting learning (aka ‘integrated learning’), the discipline-specific approach to teaching in secondary schools has prevailed for mathematics. Further, some research has indicated that it is more common for connected learning interventions to impact on mathematics achievement the least (Honey et al., 2014). Perhaps, the current sequenced and structured approach to mathematics may hinder learning in connected learning experiences. More research is needed…
Why bother?
There is more promise now to curriculum change in mathematics with changes to the way knowledge is used and created, more positive findings from research being conducted with well-planned connecting learning experiences and a national urgency for more authentic practice.
I will be presenting my position paper @ the Mathematics Education Research Group of Australia (MERGA) in Perth on Wednesday 3rd July @10 am in Room M3.
References
Australian Curriculum, Assessment and Reporting Authority (ACARA) (2016). ACARA STEM Connections Project Report. Sydney, Australia: Author.
Collie, R., Martin, A., Bobis, J., Way, J. & Anderson, J. (2018). How students switch on and switch off in mathematics: Exploring patters and predictors of (dis)engagement across middle school and high school. Educational Psychology, 1, 1-21.
Diedorp, A., Bakker, A., Maanen, J. & Eijkelhof, H. (2014). Meaningful statistics in professional practices as a bridge between mathematics and science: an evaluation of a design research project. International Journal of STEM education, 1, 1-15.
Honey, M., Pearson, G. & Schweingruber, H. (2014). STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. Washington, DC: National Academy of Sciences.
Judson, E. & Sawada, D. (2000). Examining the effects of a reformed junior high school science class on students’ mathematics achievement. School Science & Mathematics, 100, 419-425.
McPhan, G., Morony, W., Pegg, J., Cooksey, R. & Lynch, T. (2008). Maths? Why not? Final report prepared for the Department of Education, Employment and Workplace Relations. Canberra, Australia: Author.
Jake Little 