Each year, the release of mathematics exam results for primary and secondary schools reveals significant opportunities for national and regional improvement in maths education.

For the academic year 2023/2024, the national average for Caribbean Examinations Council (CXC) mathematics was a concerning 33 per cent, with only 18 per cent of students passing at least five subjects. The data from grade 6 maths exams further underscore the reality that the Jamaican education system is failing to equip students with the competencies and abilities expected of graduates in a highly competitive global environment.

Several factors contribute to these alarming outcomes including the mathematics curriculum, teacher training and quality, and assessment practices.

The Mathematics Curriculum

The primary mathematics curriculum is overly burdened with a wide array of topics and subtopics which often leads to superficial understanding rather than deep mastery. At this level, the curriculum should prioritise cognitive skill development, such as mental arithmetic, estimation, reasoning, appropriate problem-solving, and the effective communication of mathematical ideas. Once students have mastered these basic skills, they can then confidently apply them to more complex mathematical concepts.

Despite the transition from the Grade Six Achievement Test (GSAT) to the Primary Exit Profile (PEP) in Jamaica, the curriculum remains overloaded with content, placing undue pressure on both students and teachers. Dr Samuel McDaniel, a mathematics lecturer at The University of the West Indies, Mona campus, advocates for a more streamlined approach in primary education. He suggests that schools should focus primarily on teaching three core subjects: reading, writing, and arithmetic. By narrowing the curriculum’s focus to these foundational areas, students would have the opportunity to develop essential skills more thoroughly, laying a stronger foundation for advanced learning in mathematics and other subjects.

This streamlining is not just about reducing content but about enhancing the quality of education. A curriculum centred on core skills allows for more in-depth exploration and understanding, fostering a stronger grasp of mathematical concepts. Moreover, it enables teachers to employ a variety of instructional strategies, ensuring that students with different learning styles can achieve success. Integrating technology into the curriculum could also play a pivotal role in personalising learning, allowing students to advance at their own pace and solidifying their understanding of key concepts.

Teacher Training

Mathematics education is fundamentally about applying mathematical concepts to real-world contexts that are familiar to students. The idea that STEM (science, technology, engineering, and mathematics) and STEAM (which adds ‘arts’ to STEM) can drive a country’s social, economic, and national development suggests that the workforce must be equipped with critical thinking, problem-solving, and innovative thinking skills. However, a critical question arises: Do the curricula at teacher-training institutions encourage these types of thinking, or are they primarily procedural?

While it is beneficial to include performance tasks in primary school exams, some parents have expressed concerns that primary teachers struggle to identify appropriate tasks and effectively engage their students. This indicates a gap in teacher preparation programmes in which there should be a stronger emphasis on equipping future educators with the skills to design and implement meaningful, contextually relevant tasks that resonate with students’ real-life experiences.

Continuous professional development is also crucial for maintaining and improving teaching quality. Teachers should have regular opportunities to update their skills, learn new methodologies, and reflect on their practice. The introduction of mentorship programmes in which less experienced teachers can learn from more seasoned educators could further enhance teaching quality, creating a more robust and supportive learning environment for students.

Teacher Quality and Teaching Quality

It is well recognised that mathematics is one of the least-liked subjects, even among teachers. This aversion to mathematics can significantly impact teaching quality, as a teacher’s lack of confidence or enthusiasm can easily transfer to his/her students. Although some primary schools have employed mathematics specialists to address this issue, the fear and anxiety associated with the subject can still negatively affect teaching quality, ultimately hindering student learning outcomes.

To counteract this, efforts must be made to change the perception of mathematics among teachers. This could involve creating a more supportive environment in which teachers feel confident in their mathematical abilities and are encouraged to innovate in their teaching approaches. Professional development opportunities that focus on building teachers’ mathematical confidence and instructional skills are essential. Additionally, embedding mathematics in real-life contexts can make the subject more relatable and less intimidating for both teachers and students, helping to demystify mathematics and foster a more positive attitude toward the subject.

Assessment Practices

Assessment can be simply defined as the process of measuring student learning — determining what students know and can do. It is also a crucial tool for teachers to reflect on their classroom practices, identify effective methodologies, and recognise areas for improvement. However, assessment instruments should not be used to confuse or frustrate students. Instead, they should be designed to accurately gauge students’ understanding and abilities while providing meaningful feedback that can guide further learning.

While problem-solving is being promoted as a necessary skill in mathematics, students should be carefully guided through the problem-solving process. Assessment tasks should progress from simple to more complex with language that is accessible to students at their respective grade levels. This ensures that students can correctly interpret the problem situation and apply the appropriate strategies. Moreover, students should be exposed to a variety of problem-solving techniques, enabling them to approach problems from multiple angles and develop a more flexible understanding of mathematical concepts.

There should also be a greater emphasis on formative assessments which provide ongoing feedback and help students identify their strengths and areas for improvement. Formative assessments shift the focus from merely passing exams to fostering a deeper, more sustained engagement with the subject matter. This approach not only enhances students’ learning experiences but also helps them develop a more profound and lasting understanding of mathematics.

The current state of mathematics education in Jamaica reveals significant challenges that need to be addressed to prepare students for a future in which mathematical literacy is increasingly important. By streamlining the curriculum, enhancing teacher training, and refining assessment practices, the education system can better support students in developing the skills they need to succeed in a complex, globalised world. Addressing these issues is not just about improving exam results but about fostering a generation of learners who are confident, capable, and ready to tackle the challenges of the 21st century.

Dr Camella Buddo is a mathematics education lecturer. Send comments to the Jamaica Observer or cjbuddo@gmail.com.