To prepare students for successful careers (especially ones that involve Mathematics), there is need to refocus the manner/style with which the subject is taught in schools. I understand that teachers are hardly even in charge of designing the curriculum. But then again, they are the ones who actually teach it and could always tweak it a bit to align with international best practices. It is really important that Nigerian students be taught Mathematics (and indeed other subjects) based on what obtains globally because so far already, our students are mostly left behind in in the knowledge gap; a situation that does not augur well for our wellbeing as a society. In any case, these recommendations are from a world class, reputable education institution and I sincerely hope that many Mathematics teachers are reading this and taking note.
*Quoted text’s courtesy of Arizona Department of Education-
In order for students to be successful, educators must effectively implement the new changes to the standards. There are three key shifts associated with Arizona’s College and Career Ready Standards in mathematics.
FOCUS—The goal is to focus strongly where the standards focus. The curriculum significantly narrows and deepens the way time and energy are spent in the mathematics classroom. The standards focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the mathematics they know to solve problems inside and outside the mathematics classroom.
COHERENCE — Coherence is connecting ideas across grades, and linking to major topics within grades. The standards are designed around coherent progressions from grade to grade. Students build new understanding onto foundations built in previous years. Each standard is not a new event, but an extension of previous learning. Instead of allowing additional or supporting topics to detract from the focus of the grade, these topics can serve the grade-level focus.
RIGOR— In major topics, conceptual understanding, procedural skill and fluency, and application are pursued with equal intensity.
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Emphasis is placed on conceptual understanding of key concepts, such as place value and ratios. Teachers support students’ ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures.
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Students build speed and accuracy in calculation. Teachers structure class time and/or homework time for students to practice core functions, such as single-digit multiplication, so that they have access to more complex concepts and procedures.
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Students use math flexibly for applications. Teachers provide opportunities for students to apply math in context. Teachers in content areas outside of math, particularly science, ensure that students are using math to make meaning of and access content.
