Student achievement in mathematics
A strong indicator of young people's future academic success is their performance in both literacy and mathematics. Post secondary education destinations, including entry into the work force and tertiary entrance, are significantly determined by levels of achievement in both literacy and mathematics (Marks, 1997).
Currently, just over 70 per cent of young Australians complete secondary schooling (to the end of Year 12) but there remain substantial differences in completion rates of young people based on their mathematics and literacy skills. The school completion rate of males who were very low achievers in mathematics in the Marks study was less than 50 per cent. Success in mathematics in the junior secondary years is a critical indicator of students' future prospects in relation to university entrance, getting a first job and still being employed at the age of 20 (Marks, 1997).
In the Third International Mathematics and Science (TIMSS) study Japanese students outperformed those in countries such as the USA and Australia (Lokan et al., 1996; 1997). Despite stereotyping in the West that teaching in Japan focuses on rote learning, Stigler and Hiebert (1999) found very deliberate use of complex problems and exploration of different approaches by students in Japanese classrooms. By way of comparison, Stigler and Hiebert observed that in the USA, mathematics classes were more likely to proceed by teaching a procedure, giving an example of how it is applied, and then setting exercises for students to practice the method. They argue that a long-range commitment to changes in teaching mathematics is needed to improve mathematics outcomes (Stigler & Hiebert, 1999).
The affective domain
Current efforts in reforming the mathematics curriculum and instruction have highlighted the relationship between the cognitive and the affective components of mathematics learning. For both boys and girls, the junior secondary school years are a crucial period during which students develop understandings about their attitudes towards mathematics and how these shape students' later achievement in mathematics (Ma & Kishor, 1997).
The literature identifies confidence as one of the most important internal influences on gender differences in participation in mathematics (Mamary, 1997). Confidence directly affects perceived level of difficulty of the subject and student self-concept, which in turn shapes the perceived likelihood of success. Eccles (1983) found that girls' perceived ability correlated more highly with intention to enrol in further mathematics than an objective measure of ability. This highlights the need to create learning environments that nurture student confidence and build a positive self-concept of mathematical ability.
Enhancing mathematical understanding
Mathematics remains a mystery for many students throughout their school careers (Teese, 1996). The experience of students indicates that those who study less difficult courses encounter the most significant pedagogical barriers. Teese (1996) found that about one per cent of students studying the highest level of mathematics considered that the material was too abstract compared to nearly one in five of those who dropped maths during their schooling. One in four students who dropped out of mathematics reported that they had poor understanding of the purpose of classroom work.
Only 9 per cent of students undertaking the most difficult courses reported that teachers covered the material too fast, compared to 23 per cent of those studying courses of less difficulty, and 26 percent of those who had dropped out of mathematics. Boredom increased dramatically among those undertaking less difficult courses as did their conclusion that some students will never be good at mathematics. Teese (1996) concluded that cognitive skills could not grow in a context described by lack of meaning, continual coping difficulties, and poor interactions.
In considering the levels of understanding expected of students, it is important to assess the factors that support or inhibit high level mathematical thinking and reasoning. In their extended case study of four middle-years classrooms, Henningsen and Stein (1997) identified five primary factors and two secondary factors that had a major influence on maintaining student engagement in mathematics. The primary factors were: (with percentages of tasks for which each factor was judged to be an influence) task building on student's prior knowledge (82 per cent); scaffolding (73 per cent); allowing appropriate amount of time (77 per cent); modelling of higher-level performance (73 per cent); and sustained pressure for explanation and meaning (77 per cent). The secondary factors were student self-monitoring (36 per cent) and the fact that the teacher draws conceptual connections (14 per cent).
Effective teachers
Teachers' actions and instructional decisions are driven substantially by their beliefs (Buchmann, 1987). A significant issue for schools is how to influence teacher beliefs in order to move teaching practices in desired directions (Stigler & Hiebert, 1999). Clarke (1997) and Maloney (1998) highlight the importance of teachers using assessment to inform instructional decisions. Increasingly also, professional development is being acknowledged as a key component of any change in classroom practice (Andresen et al., 1995).
Recent research reconceptualises staff development as experience-based learning (Andresen et al., 1995), the facilitation of change in the workplace (Schaafsma, 1995) and the transfer of learning (Caffarella, 1994). Teachers are encouraged to work in professional learning teams (Johnson & Scull, 1998) and to keep professional portfolios that could contribute to the credentialling process for advanced degrees (Retallick & Groundwater-Smith, 1996). The aim of these developments is to place the teacher at the centre of the change process (Sharpe et al., 1997). Thus, the elements of collaborative practice such as shared leadership, mutual accountability, collective work products and collaborative problem-solving are necessary elements for effective workplace change.
Collegiality - through teachers engaging in continuous, concrete and precise dialogue about ongoing teaching activities - teachers observing one another in practice and providing feedback; teachers planning, designing, studying and evaluating curriculum; and teachers sharing with one another what each knows about teaching and learning are hallmarks of effective teacher development programmes (Sharp et al., 1997). In brief, what is required is a focus on the continual adjustment and improvement of teaching processes. An increasingly important part of this process is the analysis of student learning data to provide a powerful context for professional dialogue and reflective practice. This has the capacity to influence teachers' own classroom practice as they become more skilled in determining, for themselves, what effective teaching and learning in mathematics actually is.
The change process
The 9 mathematics projects in the IBPP were diverse in nature, in expectation and in their execution. The schools in which the projects occurred generally had a `can do' attitude and a climate conducive to change. Schools reported that members of staff were willing to explore and consider alternative teaching practices, organisation and procedures.
Schools explored differing organisational structures, the introduction of technology, multi-age groupings of students, changed pedagogy and changed approaches to the monitoring of student performance. Some were concerned about the factors that influenced the choices students made when selecting their mathematics courses, particularly in the senior years. In spite of the evident diversity, however, there was evidence of a strong focus on improving student outcomes in mathematics and on enhancing student engagement in mathematics learning across all the projects.
Five key elements were identified in the IBPP mathematics schools as influencing the nature of the innovative practice and the intent and eventual directions of the projects themselves:
- external influences;
- leadership;
- commitment to improved student achievement;
- professional support for teachers; and
- parental support.
External influences
Several of the project schools reported that external factors that focused on student performance in mathematics had influenced their decision to make mathematics a priority. These factors derived from external research, systemic testing, school audits and informal community feedback. The research literature helped influence internal decision-making about how mathematics might best be taught. Accountability expectations of local communities and education systems/sectors emphasised the need to respond appropriately to the results of systemic testing and review processes.
The mathematics data and analysis from our triennial review indicated a need to further develop mathematics. This review examined the school- generated data from teacher...[and external] assessments. Both of these show that we have a need to improve student achievement in mathematics . (Holland Heights Primary School)
Secondary schools, in particular, seemed to be aware of externally driven market forces and the importance of market share in times of increased competition for student enrolments. The perceived pressure from this led one school to position itself by focusing its marketing on the mathematics faculty and its specialist mathematics tutorial series.
Leadership
The nature of the leadership, whether at the school level or in a particular section of the school, was critical to the success of the innovations. Often the catalyst for change was the classroom teacher, or teachers, who were given the support of the leadership of the school to pursue their ideas.
Critical to the success of the innovation is a self-nominated coordinator who has a belief that it is worthwhile and is prepared to be enthusiastic, positive, flexible and willing to devote much extra, unpaid time and energy in order to ensure a successful outcome . (West Town Secondary School)
The impact of key personnel such as the principal was evident in responses to the project survey. The leadership provided by the principal and senior staff had a rating of 4.85 out of a maximum score of 5.0 in terms of the key factors that contributed to the motivation and rationale for the innovation. This leadership style was described as:
The leadership of the school has valued and encouraged exploration and experimentation with our practices, organisation and procedures. This has developed opportunities for staff to regularly confront and work with change (Holland Heights Primary School).
Improved student performance
The IBPP mathematics projects generally were characterised by a commitment and drive to improve, specifically to improve student performance and have students experience greater success and enjoyment in learning mathematics.
We may be socio-economically disadvantaged but our kids can do anything that kids anywhere can do (teacher, West Town Secondary School) .
The improvement motive and direction itself was, in most instances, a part of the schools' vision and philosophy. For example, the ethos of one school was to promote excellence in girls' education and this translated in their project to encouragement for girls to study mathematics, which was viewed by many of the students as a non-traditional subject for girls.
Professional support of teachers
Professional development was a key aspect of all of the mathematics projects and included staff meetings that had pedagogy as a focus, visits to other venues to observe and discuss practices and consideration of materials including software. The schools' leadership played a pivotal role in providing support for teacher professional development.
This was especially evident in situations where teachers felt the need for assistance in developing appropriate strategies for particular students.
The maintenance of the mixed-ability model required a high level or commitment from both the teaching staff and the principal. The different demands on teachers in dealing with the wide range of abilities can lead to a sense of frustration, which often inspires the call for streaming . (Bishop Ringwood College)
Parental support
Communication with parents, either to inform them or receive comments from them, was a critical element of most of the projects especially where there were organisational changes that involved changes to the ways in which students were being grouped.
The school agreed to provide parents with ongoing information and opportunities to discuss the changes. The school also promised that it would do a review of the new structure . (Mary Magdalen School)
Hindering factors
Progress was not always achieved easily. Student outcomes are subject to influence from a wide range of factors, both internal and external, which can impact both positively and adversely on the degree and speed with which improvements can be achieved. Schools identified a number of difficulties that emerged during the implementation of their particular mathematics initiatives. Most of the schools either overcame the difficulties or moved on in spite of inhibitors. Inhibiting factors presented a challenge to project leaders but in almost all instances were overcome by the strength and positiveness of the advocates for change and innovation.
The most common inhibitor was lack of commitment from some staff or sections of the school. This arose variously from staff resistance to change, inadequate staff understanding of the innovation and isolation of the innovation to a small section of the school, or to an individual. The latter inhibited whole school ownership and support for the innovation.
Innovations were sometimes adversely affected by staff turnover, especially where staff with a significant role in the innovation left or where new staff were not appropriately briefed on the innovation. When a principal who had been a strong advocate of the programme left a project school, the staff felt that they had to prove themselves all over again. Staff reported that they often had to spend time defending and or promoting their cause rather than reviewing and fine-tuning the innovation. Friction also arose when changes to staff working conditions were not handled appropriately or sensitively.
Accessing appropriate materials and resources to support changes in mathematics teaching was another issue for many of the project schools. For example, one school reported that access to appropriate diagnostic materials to use in mathematics programmes was unsatisfactory. There was also evidence that problems with technology hindered the implementation of some of the innovations. For some schools the lack of flexibility or ongoing funding to resource the innovation was a major problem.
The teaching and learning environment
The study of mathematics innovations in IBPP schools identified a number of key themes and practices concerning teaching and learning. These relate to educational beliefs; organisational structures; the setting of goals; teacher practices; classroom pedagogy; the use of time; assessment and reporting and the use of technology.
Educational beliefs
Many schools structured their learning environments to reflect their beliefs about teaching and learning. Bishop Ringwood College believed mixed-ability structures would be more effective in developing student confidence in their ability to achieve in mathematics. It addressed this through a commitment to non-graded, mixed-ability mathematics classes for students in Years 8-10. West Town Secondary School introduced voluntary after school hours tutorials. Lawson College introduced access to technology to provide more realistic contexts for the mathematics problems being tackled.
A strongly declared school philosophy on issues such as student grouping, classroom organisation and assessment and reporting can firmly establish what is valued and what is considered non-negotiable in the minds of the school community. Bishop Ringwood College emphasised its core philosophy of mixed- ability classes and descriptive reporting. Even though this policy of mixed-ability classes had been in place for over 15 years and could be described as an embedded practice, there were still divergent views on the staff with some 50 per cent of them still favouring streamed classes. This was in spite of the availability of data which clearly showed that their able mathematics students were achieving highly in the senior school courses, and more importantly, that this non-selective school had a significantly larger proportion of its senior students taking the more rigorous senior mathematics courses than other comparable schools where students were streamed on the basis of their performance in mathematics.
Organisational structure
Grouping of students within mathematics was a recurring theme for most of the project schools. Changed organisational structures in the grouping of students for mathematics was seen by many of the project schools as a strategic factor in improving student outcomes. Even within the context of primary classes, grouping according to achievement appeared to be the norm. Often this was undertaken in an attempt to maximise the use of limited resources, reduce group size and to allow students to access different teaching personnel. Table 3.1 shows that innovations focusing on mathematics were more likely than those of other innovations in the IBPP to focus on changes to the organisation of classes.
The rationale for the focus of innovation on changes to grouping arrangements was to more effectively meet student needs. The adoption by some schools of a multi-age approach, especially in the primary sector, aimed to impact on a range of learning outcomes.
The students were quite practised at working in mixed-ability groups and using concrete materials for mathematics. This was well-established classroom culture. The new areas for students were being given lists of learning outcomes that described their expected learning for the next few weeks, and being required to monitor their own learning through regular journal writing and reviews of their performance against the learning outcomes. These aspects required students to become familiar with a good deal of the language of mathematics . (Dunlop Primary School)
Table 3.1: Organisational structures 5
|
The Innovation focused on: |
Mathematics |
All Projects |
| Forming new groups with students drawn from several classes at year-level. |
2.99 |
2.70 |
| Forming new groups with students drawn across several year levels. |
2.77 |
2.24 |
| Varying the size of the learning groups. |
3.88 |
3.10 |
In many of the IBPP projects mathematics was quarantined from the innovation. This occurred when mathematics teachers chose not to participate in team structures that were the focus of innovations and protected streamed mathematics classes in contrast to the focus of school's innovation on the introduction of mixed-ability classes. In one case, a school had reorganised its whole junior secondary curriculum into semester courses but had allowed the mathematics faculty to stay outside the model.
Goal setting
Schools sought to enhance mathematical performance by also improving the self- image that students had of themselves as mathematicians.
We need to create learning environments which nurture students' confidence and build a positive self-concept of ability (Bishop Ringwood College).
We should be able to get students talking about maths the way they talk about sports and Rock Eisteddfods (West Town Secondary School).
The project survey revealed that IBPP mathematics schools also gave a high priority to clear goals for students as well as time and additional support for students in need (Table 3.2).
Table 3.2: Significant factors that characterised the mathematics innovations
|
|
Mathematics |
All projects |
| The innovation places an emphasis on clear goals for students. |
4.49 |
4.46 |
| The innovation provides more time and more effective support to students at risk of not making satisfactory progress in their learning. |
4.46 |
3.97 |
Teacher practices
Student perspectives on teacher behaviours in the mathematics classrooms were clearly articulated by students in focus group meetings. Students were able to describe the teacher qualities that supported their mathematics learning. These can loosely be grouped under the headings of `teacher knowledge', `lesson content', `delivery style', and `classroom assistance'.
The supportive behaviours reported by students as being conducive to achieving improved learning outcomes in mathematics have a close affinity with the factors found to influence student engagement in mathematics. Students in the IBPP mathematics innovations reported that the provision of an appropriate amount of time to learn, clear explanations and meanings and lesson content delivered in manageable amounts were important teacher behaviours that supported students' mathematics learning. Students also clearly valued the teachers who were able to provide appropriate individual assistance when necessary.
Classroom pedagogy
The national curriculum statements or state curriculum prescribes what is taught in most schools documents. However, the ways in which mathematics is taught is very much the responsibility of individual teachers. Mathematics teachers in the project schools sought to change their practices to achieve better learning outcomes for their students.
An authentic pedagogy within the classroom, which promotes higher order thinking, substantive conversation, deeper mathematical knowledge that connects classroom knowledge to the world around us, is crucial to the successful implementation of this syllabus . (West Town Secondary School)
Many teachers referred to improved student learning as being a direct result of improved teaching which has come out of: improved clear planning assessment and reporting procedures, and the use of technology across the curriculum. (Logan Plains School)
Differences in mathematical tasks and the preferred learning styles of individuals demand variety in lesson content and classroom organisation. Teachers within the project schools attempted to address the individual needs of students and provided learning contexts within which students could achieve success.
The school chose to focus on investigating teaching practices that would explicitly value and assist in developing the learning of each and every student...This decision was based on strong evidence in the literature that the `secret' of the best programmes for all students points to the teaching or, more specifically, to the teacher . (Logan Plains School)
One example of how pedagogy and the structure of mathematics classes can impact on student outcomes was provided by West Town Secondary School which offered voluntary after-hours tutorials in mathematics for its Year 8 students. The programme was intended for those students who believed that they were having difficulties in mathematics. The tutorials called for them to revisit core elements of their Year 8 course with the opportunity to re-sit their examinations at the end of a series of three 90-minute tutorials. The results of this intervention were encouraging, and in some cases, outstanding. Over 85 per cent students who attended the tutorials reported that their confidence in mathematics had improved.
Students appeared to enjoy the practice of interspersing small group work with whole-group activities tied in with rewards. Competitions seemed to provide short-term goals and inspired the students to work through the booklet in their tutorial groups to acquire the necessary knowledge and understanding of the mathematical concepts and procedures . (West Town Secondary School)
The tutorials utilised important aspects of group dynamics and involved small- group and large-group learning activities. The key goals of the after-school tutorials series were both cognitive and social. They were to:
- extend the contact time available by 1.5 hours per week during the programme;
- show students the link between success and time-on-task;
- help students learn how to learn;
- provide a catalyst for the substantive conversation that fosters higher-order thinking;
- provide a voluntary learning opportunity that is appealing;
- strengthen the social aspect of mathematics;
- utilise student friendship groups;
- ensure that students experienced schools in which doing maths was socially acceptable and normal; and
- capitalise on the proximity of a university by employing young pre-service engineering students and pre-service teachers as tutors and role models.
Incentives in the form of competitions and awards were received well by students in the tutorials. Students who improved their performance by more than 35 per cent were rewarded with substantial prizes, such as a Walkman. An integral part of the after-hours tutorial programme was goal setting, competition and chocolate bar rewards. The use of games and short-term rewards helped students maintain momentum and remain on task.
Time
Time to complete tasks was a major issue raised by many students during the focus sessions held in the IBPP schools. In secondary schools the time available for a lesson varied from 35 to 70 minutes. The time allocations were too short for some students and their teachers and too long for others. Several schools were clearly in the process of exploring how time might be best allocated.
We have experimented with the length of learning segments in the day and the block use of specialist programmes to release home-room teachers for shared planning . (Holland Heights Primary School)
The time being spent on mathematics in classroom programmes and student attentiveness have increased. Teachers believe that student progress has also increased and that the new approach is successful . (West Town Secondary School)
Having enough quality contact time to achieve improved learning outcomes in mathematics is an issue for some students.
A survey of senior students and their teachers revealed that a number of students did not spend sufficient time on homework. The difficulty of the mathematics and the availability of help were found to be significant causal factors . (West Town Secondary School)
Almost two-thirds of the students who had attended the voluntary after school tutorials, described earlier in the chapter, reported that they spent more time on mathematics as a consequence. However, one-third claimed to have spent less time. The school found that these students did in fact spend less time on mathematics, because they were working more effectively in mathematics and with greater understanding as a result of having attended the tutorial series.
Assessment and reporting
Assessment and reporting systems varied greatly across schools, both in the nature of the information reported and the way in which that information could be used to inform future teaching and learning. Schools that participated in systemic mathematics testing programmes had better skills in using student outcome data to inform classroom practice and engage in professional dialogue. However, there was less evidence of the use of learning outcomes data in secondary schools than in primary schools.
Working as a team, staff developed shared positions on assessment and adopted and developed progressive achievement tests which help to inform the progress of each student. Testing was viewed as supporting teacher assessment rather than driving it and discussion was encouraged on how students' performance was being viewed (Dunlop Primary School).
The programme also details the content, outcomes expected at each level and the appropriate assessment strategies to be used and records to be kept. There is an increased emphasis on data collection for assessment and programme decision purposes . (Mt Ritchy Primary School)
Tests and quizzes were the most common form of assessment in secondary schools. There was little use made of other student assessment methodologies such as interviews with students, group discussions, and investigations or written projects.
In terms of time constraints, I don't really know that assignments as such belong in maths...Directed investigations are interesting though because they lead you to discover new things . (student, Bishop Ringwood College)
Interest in the language of mathematics encouraged one school to implement journal writing in mathematics, which required students, at the end of each mathematics session, to write an entry describing their work during the lesson. Towards the end of a complete unit, the students were asked to assess their understanding of the mathematics covered. The keeping of this journal, in which they recorded their personal reflections of what they had been learning, showed a remarkable degree of sophistication. Nearly 60 per cent of the students were able to identify mathematical concepts or procedures in their journals. Such journal entries provided diagnostic information that teachers could access in assessing the understandings and progress made by students.
Since we have been learning fractions I have learnt a lot of new things. Now I know how to add fractions together such as 4/10 plus 2/5. It equals 4/5. What you have to do is keep doubling the denominator and numerator until the denominators on each fraction is the same. Then you add the numerators together and then that is the answer. I also learnt how to change fractions into decimals and percentages. (student, Dunlop Primary School)
Student portfolios were used to encourage ownership of the learning process by students and to report to parents in some primary schools.
Portfolios were introduced to report student progress on the outcomes, at each stage of learning. Also included in the portfolios are samples of student work and student self-assessment. Portfolios are sent home twice yearly and parents are invited to provide a written comment on their child's progress . (Mary Magdalen Primary School)
Children's portfolios contained much information related to their development and were an ongoing record of student achievement and a source for reporting to parents . (Mary Magdalen Primary School)
Technology and Mathematics
Schools reported increased use of technology at both the primary and secondary levels. This resulted in some critical reflection of the role of technology in teaching mathematics.
The emphasis with new mathematics curricula is for learners to be able to check and interpret numerical results, tables and graphs, to be able to think procedurally, and above all else to be confident and creative problem solvers. One of the most significant developments during the 1990's for the teaching and learning of mathematics has been the advance of...new technology . (Lawson College)
The role of technology within the mathematics classrooms varied, depending on the resource level of the school and the skill and experience of staff. The current focus on understanding and connections within mathematics requires the use of computer and calculator technologies, discussion and group work. The mathematical understandings being explored are those of problem solving within authentic contexts.
Lawson College explored the impact of graphics calculators on learning outcomes of a group of senior secondary school students. The introduction of graphics calculators resulted in a shift in focus from a routine algorithmic level of thinking to one requiring higher-order thinking.
The use of the technology seemed to open up a greater array of mathematical situations to investigation much earlier in a person's study of mathematics. More importantly, this technology seems to be giving students a means of obtaining more definitive feedback [than previously possible] to a greater range of mathematical problems . (Lawson College)
The students themselves indicated they were comfortable with the technology, especially when they were asked to apply their mathematical understanding to authentic situations. For many students, the graphics calculator reduced the time and effort required to perform complex mathematical tasks. Their use in classrooms seems likely to increase. Teachers who used them appreciated their value in supporting students to understand processes as well as in providing motivation as an investigative tool for students to explore concepts.
Outcomes
Most of the project schools were firmly of the view that significant progress had been made in the level of performance of their students in mathematics over the period of the project.
There is a clear trend, as measured by student outcomes, towards better achievement for all levels of pupils in the tested group. Although this is preliminary data, it does indicate the immediate effects that changes to the mathematics programme have had on pupil outcomes were positive . (Holland Heights Primary School)
There is clear evidence that student achievement is improving. This has happened in the short term and it can be reasonably anticipated that further improvement will follow as the work continues . (West Town Secondary School)
Demonstrating to students the relevance of mathematics is a particular challenge but one that one school found worth exploring by emphasising the relevance of mathematics and its role in a number of potential study and work destinations.
Past students of the college are invited to discuss their chosen field of study or work and indicate how their school mathematics has been of value to them in this field. Participants range from those engaged in specifically mathematics-related careers, such as engineering, to fields as diverse as ethnomusicology or biomedical science. It is important that students do not see the study of mathematics solely as a route to engineering, but appreciate the contributions it makes to many other fields . (Bishop Ringwood College)
Parents, older siblings and the views of teachers all contribute to the way in which students view their performance in mathematics, and therefore the courses that they ultimately select. The influence of teachers cannot be underestimated.
When I was making the decision for year eleven, I actually had two units down for business maths, but then my teacher suggested I should do three unit maths. She said she couldn't really understand why I wouldn't do three units because I had the ability and I should give it a go, and so I thought, yes, why not? Which is probably a good decision, because I mean I'm not upset that I chose three unit maths . (Year 11 student, Bishop Ringwood College)
One of the 9 schools reported that student outcomes were lower in the group that experienced the innovation being implemented. Although clearly not the outcomes this school expected, the project provided the basis for the school to either discontinue or to substantially modify the innovation.
Overall, schools reported in the survey that there had been an impact on student engagement and improvement in student achievement as a result of their projects (Table 3.3).
Table 3.3: Highest rated outcomes of mathematics projects
| |
Mathematics |
All projects |
| The level of engagement in learning of targeted students has improved. |
4.17 |
4.23 |
| The level of achievement in learning of targeted students has improved. |
4.08 |
4.07 |
However, in some cases, teachers reported that state syllabus documents had been counterproductive to the development of student engagement, enhanced self-image and achievement in mathematics.
Problem solving skills in the Sound Achieving (SA)[band] students were traditionally weak. There had been some particularly contentious argument about this ...generally, with many believing that the SA band of students should not be continuously subjected to problem solving experiences that hold for them little chance of success. Schools, however, have no option since this particular syllabus is very explicit . (West Town Secondary School)