|Figure 1 – My Proposed Framework|
|Figure 3 – What most students achieve in maths|
Furthermore, educators around the world generally fail to connect with students’ identities: a sense of who they are as human beings in this world, their roles, goals, wishes, aspiration, ambitions, decisions and life-stories, and how mathematics is relevant to the development of these matters. This is true even of the best students, what more of the rest of the students. Students who are “good” in mathematics (in our current education systems) may not like mathematics or see its relevance to their lives. They may just be able to grudgingly attain good “performances” in mathematical tasks. The bulk of the students are disengaged. They think “You know … maths is just one of those things we have to get through in order to get to the university course of my choice”. The “worst” students hate mathematics and the system, and they become disruptive and anti-social – they literally “deconstruct” the system and yet they do not have anything constructive to show for in its place.
|Figure 4 – What “mathematics” computers can already do now|
D I S A S T E R.
The human beings who graduate from our mathematics education (if ever they do) are redundant! It is a false comfort that today we have technology that can even do mathematics homework for students. In fact, this is the very reason that these students are irrelevant in the current and future job market. Furthermore, they do not acquire a wholistic mathematical education for their adult living.
|Figure 5 – What humans need but do not learn in most schools|
My proposed new framework attempts to address these challenges by putting emphasis on the deeper things. This is not just about economic survival, but it is about what is most important for us as human beings trying to make sense of this universe as we live in it.
§ Data analysis § Measurement § Use of mathematical tools § Estimation
§ Thinking skills and heuristics § Application and modelling
§ Monitoring of one’s own thinking § Self-regulation of learning
§ Understanding § Planning § Executing § Evaluating § Reflecting
§ Life-long Learning § Self-Directed Learning § Critical Thinking
schools already implementing all aspects of my framework (without necessarily
putting them in the format that I have described)? Which school?
Which district / province / country?
lesson after reading this article?
curriculum (what students end up learning) in your country / school / district?
They also learn knowingly or unwittingly attitudes (e.g. that “mathematics is boring”,
“it has nothing to do with my life”, “Oh! It’s just a bunch of calculations”, “it has got
nothing to do with logic”, “answers are what matters, not how you got it”, “just learn it
from the teacher”, “don’t give me that cr** about reasoning, just give me the facts”
implementation of your curriculum? Do you see any gaps in the way teachers actually
teach your curriculum? What are you going to do about it?
example, support students’ mathematical epistemologies (i.e. they way they learn, and
the way they critically assess the knowledge that they have acquired via searching,
experimentation, … etc)?
market. If you were to use a red-coloured pencil to shade the areas being covered in
my framework, what areas would be shaded?