Why are Guyana’s students facing difficulties with Mathematics?
By
Kiana Wilburg
During my years of primary and secondary schooling, my love for Math and English was as stark as night and day. I thoroughly enjoyed exploring the wonderfully complex world of the English Language. I looked forward to those classes with excitement.
Mathematics on the other hand, felt like hell—and that’s putting it mildly. Though far removed from that classroom setting, I can still recall the anxiety, like broken shards of glass, stuck in my throat when confronted with simultaneous equations. I would pray for the days when I could leave Pythagoras’ theorem behind.
For many students like me, Math was just problematic in most areas. And for many children today, that reality still persists.
On August 20, 2024, the Education Ministry announced the preliminary results for the Caribbean Advanced Proficiency Examination (CAPE) and the Caribbean Secondary Education Certificate (CSEC). Notably, ministry officials reported that Mathematics recorded a pass rate of 31 per cent, down from 34 per cent achieved last year. (https://dpi.gov.gy/guyana-records-stable-pass-rate-for-cape-slight-decline-for-csec/)
This state of affairs has prevailed for many years. Guyana Standard examined pass rates in Mathematics and English A at the CSEC level for the period 2010-2024, and found that a majority of students failed every year.
While the average pass rate for English A in the foregoing period was approximately 61 per cent, the average pass rate for Mathematics was 37 per cent. This year’s 31 per cent is on the lower end of the range of Mathematics pass rates in the period observed.
The Education Ministry, in July, acknowledged that at the National Grade Six Assessment (NGSA), there have been improvements, but more needs to be done. In fact, Education Minister, Priya Manichchand announced that a comprehensive math intervention programme is forthcoming. The intervention will not only focus on materials but also on enhancing the quality of math instruction. (https://www.guyanastandard.com/2024/05/14/education-ministry-to-roll-out-interventions-for-math-tvet-to-improve-students-proficiency/)
Before the government had released the details of its latest intervention last month, Guyana Standard engaged two educators for their insights on two critical questions: 1) Why do Guyanese students find mathematics more problematic than other subjects? and 2) what should an effective remedial plan look like?
GET CREATIVE!
Dr. Terrence Blackman
Dr. Terrence Blackman, the former Dean of The School of Science, Health Technology at Medgar Evers College in the City University of New York was eager to share his thoughts with this news agency.
The US-based Associate Professor of Mathematics said his own experience in teaching over the years suggests that some students do have a natural inclination to the subject more than others. Be that as it may, the Chair of The Department of Mathematics at Medgar Evers College insisted that mathematics, in particular, the kind that is taught at the primary, secondary, and even at the undergraduate level, is accessible to everyone. In other words, it is not so complex that one needs to be the son or daughter of Albert Einstein to comprehend.
In fact, Dr. Blackman argues that students should not shy away from math courses, because, in a deep sense, it lends to critical thinking.
Turning to the government’s dissatisfaction with the incremental progress in pass rates for math, Dr. Blackman said he can sympathize with this, but stressed that an assessment needs to be done to understand the relationship students have with the subject. He noted that there is, in some cases, a clear fear of the subject and in other cases, the instruction is just not creative enough.
For Dr. Blackman, any intervention by the government must ensure that students can see how topics relate to their lives. “….students need to know that the mathematical concepts have use and in what places. We have had math camps where we have brought in speakers from pharmacies, the Guyana Defense Force, Eureka Labs etc to say here is how this math you are learning now, is going to be useful in this field.”
In building out a new curriculum, he insists that educators have to get creative.
ALL STUDENTS ARE CAPABLE!
Dr. Ato Kenya Rockcliffe
Closer to these shores, Dr. Ato Rockcliffe, an esteemed lecturer at the University of Trinidad and Tobago also shared critical insights based on his sojourn as a teacher of Mathematics in Guyana for approximately five years at the secondary level. Dr. Rockcliffe highlighted a number of findings, one being that students had a negative relationship with the subject. He said this could be chalked up to socialization.
“They’re told that it’s difficult, they will struggle, or they were exposed to teachers that did not have the patience or the skill to incorporate their own interests in the subject,” shared Dr. Rockcliffe.
A key nuance to this “socialization”, he said, is the predisposition that not all students can excel at Mathematics.
“I believe everyone is capable of learning, but there are different things that people will learn better than other things. If we can hold those ideas in our minds at the same time, we can create an environment where math becomes more palatable for all,” said Dr. Rockcliffe.
With respect to the government’s pursuit of a country-wide intervention, Dr. Rockcliffe quickly issued a disclaimer that he is by no means presenting himself as the “ivory tower of solutions.” In fact, he noted that there may be people within, and beyond the traditional educational system, who may have more context specific solutions. That said, Dr. Rockcliffe stressed that the task at hand requires more than a visceral assessment.
He insists that local authorities need to engage in an exploratory exercise which entails speaking to teachers, students, past administrators, and other critical actors, about the factors that are affecting students. Following this, he believes one can properly pursue understanding what impact each of those factors have on students. “Too often, people are designing solutions to problems they don’t quite understand,” said Dr. Rockcliffe.
The lecturer also noted the importance of a teacher’s influence on a student’s attitude and aptitude. From his own experience, he noted that the relationships he has nurtured with his students, by understanding their individual learning styles, and adapting accordingly, has allowed for tremendous success in their performance.
“I am big on forming relationships with my students…I’m going to have a relationship with a student around basketball. I’ll have a relationship with another student around food…Another around rap music, soca music, transportation, boom boom bus, whatever it takes. I have to meet them somewhere…,” shared the T&T lecturer.
He generously shared another technique—socializing students to know that they are all brothers and sisters on a journey of learning. In essence, the environment cultivated is one that allows for trust, vulnerability and collaboration. This, he posited, is a critical lesson that can make a meaningful difference in the government’s latest initiative to stimulate improved performance.
THE INTERVENTION
In keeping with its promise for an intervention, the government made an official launch of a multi-tiered programme on September 10, 2024. For starters, Education Minister, Priya Manickchand said this initiative will ensure learners are equipped with the relevant textbooks, graph books, scientific calculators, geometry sets, and past papers.
There will also be scheduled lessons on the Guyana Learning Channel, a WhatsApp number on which teachers and learners can connect with the Ministry on challenges that arise, and most importantly, monitors who will go into the schools and help to ensure effective teaching and learning is happening.
The Ministry of Education also instructed that at the beginning of the new school term (September 2024), all secondary schools and departments in the primary schools must have more periods allotted for the subject which will now be taught during the morning hours. In fact, Mathematics must be taught in classes of all grades, for a minimum of 240 minutes per week.
Chief Education Officer, Saddam Hussain
A circular issued by the Chief Education Officer, Saddam Hussain highlighted the foregoing instruction as part of 16 guidelines schools must now implement to ensure improved performance. (See link for more details :https://www.kaieteurnewsonline.com/2024/08/30/govt-mandates-more-time-for-math-in-secondary-schools/)
Even as these interventions are being rolled out, the Chief Education Officer has assured that a diagnostic test will be administered on a school-by-school basis, which would help to further strengthen the recommendations to be utilized as part of the ministry’s intervention.
AUTHOR’S TAKE
In Guyana’s rapidly evolving economy, where a data-driven society will soon become the norm, the importance of strong mathematical foundations cannot be overstated. It is critical therefore, as Dr. Rockcliffe pointed out, that we deconstruct predispositions and old methods of learning to fully expose the underlying issues facing our students. These include the fear of the subject or inadequate teaching methods, and address them with a surgical mindset. This would entail, among other key measures, fostering creativity in instruction, building positive relationships with students, and making the subject relevant to their lives.
I dare say that it is crucial we apply this approach to all subjects, ensuring our youth are equipped with the mental fortitude to deeply understand key principles that hold our nation together. These principles are, believe it or not, as simple, but still quite profound, as having respect for fact and data-driven debates in our National Assembly, and upholding respect for the Constitution.
I do believe we are on the right path with the initiatives being rolled out by the Education Ministry to support improved math education. But staying the course is essential. We cannot afford to be complacent or settle for incremental improvements. A sustained, committed effort is required from all stakeholders—educators, administrators, parents, and students—to ensure that these interventions bear fruit and are strengthened as more results become available from a diagnostic test.
Guided by thoughtful analysis, it is my hope that we can create an environment where every student is empowered to succeed in math and, by extension, the new Guyana that awaits them.
