Use of Digital Technology for Teaching Mathematics Dr. Allah Bakhsh Malik

7/27/2019 Use of Digital Technology for Teaching Mathematics Dr. Allah Bakhsh Malik

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Excellence in Education Sector

Improving Learning Outcomes in Mathematics inSouth Africa: How Maverick Worked in the East?

Dr. Allah Bakhsh Malik

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Sequence

Introduction

TIMSS, PIRLS, PISA and SACMEQ Current Praxis in South Africa

Quality Education in South Korea

Performance Variables in Japan

Best Performance Model: Singapore All Resources for Education: Hong Kong

Consistent Improvement: China

Consistent Efforts in Partnership: Pakistan

Striving for Excellence: India

Important Variables for Improvement

Common Features of Successful Models

South Africa: How to Improve? 2


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Introduction

Mathematics and Sciences - M&S are essential basics for

technology development Mathematics explains great complexities of Physics and

other Sciences

M&S for innovations, inventions and technology

Digital technology is future driver for teaching Maths Knowledge management for knowledge society

Economic development is not possible without qualitysocial capital: Teaching M&S is key for human capital

formation Potential to improve: Despite spending proportionately

more on education than many developing countries,learners performance not enviable. Why? Imminent but

viable interventions are warranted 3


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Quality Education in South Korea Kindergartens are expected to start teaching basic

mathematics, reading and writing, learning threelanguages Korean, English and Chinese

Primary school teachers must do their major in primaryeducation, teacher training courses especially designedto cultivate appropriate pedagogical skills and improve

core content knowledge

Continuous facts-based testing with objectivity is aregular feature in schools. Though harsh, system isbelieved to be fair and impartial. SK students study 16

hours more each week than OECD High rate of completion: 99% finish secondary

education, 83% transferred to junior colleges and 65% touniversity

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Performance Variables in Japan PISA: Overall knowledge and skills of Japanese 15-year-

olds: 6th

best in world TIMSS: 3rd in Mathematics

Education Cooperation Policy 2011-2015: Focusing oncompulsory education

2012: Percentages of enrollment in private institutions onrise: 82.8% of total student population at kindergartenlevel, 2.1% at primary education level, 8.2% at lowersecondary education level, 30.4% in upper secondary

education level, 94.8% of junior colleges 74.4% inuniversity enrollment

Predominance of private sector at both ends ofeducation system is unique feature of Japaneseeducation. Many children go to cram schools in evenings

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Performance Variables in Japan Japan supports wide range of academic institutions

outside public school system

Network consists of home tutors, correspondencecourses, Juku preparation schools for examinations,

Yobiko among others - described as shadow education

Private sector curriculum tends to shadow and addvalue to curriculum offered in public schools

Recent Japanese government surveys: nearly 70% ofstudents enroll in private sector when they leave 9thgrade.

Largest Juku companies are traded on stock exchangesand industry generates $12 billion in revenue annually

Over 50,000 Juku nationwide, cramming has become apart of Japanese education system; grown into 10

trillion yen business 13


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Performance Variables in Japan

Composition of students getting admission to mostselective universities has changed dramatically duringlast 25 years from public school graduates to privateschool students

Top 20 high schools in country that sent students tonations most prestigious University of Tokyo in 2012,

15 were private schools

School principals are empowered by law to managetheir schools and actual decision-making is carried outwith mutual consent of teaching and non-teaching staff

members Teacher preparation programs focus mainly on building

intrinsic capabilities, content and pedagogicalknowledge of aspirant teachers

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Best Performance Model: Singapore Stringent selection process: Principals put through

assessment center, series of exercises to elicitobservable behaviors related to core competencies ofschool leader

Rapid growth of private sector is driven by rising

demand for lifelong learning and upgrading ofknowledge and skills

Private Education Act 2009: Promote and facilitateprivate sector. Council for Private Education to overseeEnhanced Registration Framework and promote bestpractices

Global education market estimated worth $2.2 trillion

Over 1200 local and foreign private educationorganizations with more than 120,000 students

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Best Performance Model: Singapore

Candidates with leadership potential attend 6 month

program run by the National Institute of Education Continuous assessment by training team fed into

selection process, calculating intrinsic capabilities

Singapore Math books are structured, noticeably

short on explicit narrative instruction, pictures,worked-out examples, problems ordered in logicalsequence, building secure understanding block byblock advancing to more complex applications

Teachers know how to teach materials; teachersmanuals contain very little guidance, decision tospend a week on numbers 1 and 2 in kindergarten ora whole class period discussing a single number iscoming from teachers not books.

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Best Performance Model: Singapore

Singapore Math differs from other programs by

imparting deep understanding coming throughmanipulations, pictures and open endeddiscussions

Programs also rely more traditional approaches to

math education, such as explicit instruction, givingstudents many problems to solve

Makes use of a technique known as bar modeling;very effective technique. Teaching kids how to draw

right kind of pictures and solve problems Pictorial representation is indeed a gateway to

abstraction

Main strength is logical consistency of development

of mathematical concepts 18


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All Resources for Education: Hong Kong

TIMSS: 3rd in 4th and 4th in 8th Grades

Education has been defined as one of Six Pil lars ofindustries, 4.4% spending of GDP, 20% on tertiaryeducation, 18.9% of total expenditure, more resourcesthan any policy area, star teachers emblazoned

Public, private and Government aided schools

HK is relatively affluent and schools are well resourced

Classroom interaction: 75% time in class for instruction;25% for interaction and discussion on subject: Analytical,dialogic and interactive

Procedural approach to solve complex problems

Mathematics problems closer to real life context makesthem more meaningful and interesting for students

Advanced content, deductive reasoning, coherent,analo ical deductions data anal sis19


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Consistent Improvement: China

2001: China became member of WTO and agreed to

gradually open its education for private sectorinvestment

Out of 579,008 institutions in education and trainingin 2008, 120,526 were private institutions

2008: 134000 Kindergartens operated in China; 61%in private sector

Courses provided by private institutions includedpre-school, primary, secondary and higher education

plus vocational and technical training 38 million students were enrolled in these

institutions in 2008; 9 million students pursuing TVE

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Consistent Improvement: China Private education model is centered on supplementing

traditional education system. Private colleges,extracurricular tutoring and language and IT training isdominated by private sector

A new personalized international model independent ofofficial

system, has emerged in Beijing, Shanghai,Shenzhen and other economically developed regions

Future focus of private education is to compete withofficial education system and develop new innovativeeducation models

Established private education institutions arepredominantly listed groups

Beijing and Shanghai have largest number of customers:two cities have attracted major private equity investments

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Mathematics and Sciences; weak areas at primary,

secondary and higher secondary level in public sector Private sector leading in promoting mathematics

education

Students from private schools have made world records

in GCSE examinations Schools of Excellence in Mathematics being established

in private sector and lead business managementuniversities hiring foreign professors to teach

mathematics and business education 80% of higher education institutions are in private sector

Over past decade, private sector has emerged as a keyprovider of education services both in absolute terms and

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Consistent Efforts in Partnership: Pakistan Number of private schools, soared by 69%, as compared

to mere 8% increase of government schools between1999-2000 and 2007-08.

2001: share of private sector in enrolment at primary,elementary and secondary level was 21%, soared to 42%in 2006 and in 2013 it is estimated at about 58%

Parental Choice: Better results and better learningoutcomes, tested by national agencies and CES, qualityeducation, efficiency of private sector

Continuous deterioration of service delivery in publicsector

Inadequate resource allocation, political interference,teacher absenteeism, truancy, adherence to traditionalmode of teaching, negligible ICT interventions, teacher

training, CPDP and SLDP 24


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New Government working on Reform Agenda for public

schools, concentrating on less regulation and morefacilitation for private sector

Public policy of public-private partnerships has beenenacted through legislation in Pakistan since 1990

Major breakthrough to support private sector in early1990s with formation of national and provincial leveleducation Foundations

Foundations support private education sector through

PPPs. Most common modality used by Foundations forpartnerships is public financing private provision

Allocations of federal and provincial governments forpromotion of PPPs through education Foundationsincreased significantly over past few years

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2005: Allocation was PKR 1 billion, 5 billion in 2006, 19

billion in 2007 and 29 billion in 2013 3.6 million children from less-affluent backgrounds

getting affordable quality education in PPP; competingboth with elite schools in private sector and public

schools Focus on Mathematics and Natural Sciences in private

sector schools

Entrance exam preparation in Medical and Engineering

exclusively with private sector Computer and science labs: Digital technology and

internet in all elementary, secondary and highersecondary schools

NTS promoting Math education 26


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TIMSS 2011: India ranked 72 with a score of 337

against OECD average of 493 Learning outcomes in Mathematics and Sciences in

private schools are comparatively better thangovernment schools.

59% enrolment in Higher education in Private sector Entry of private sector in education initially came in

context of professional courses; engineering,dentistry, medicine, pharmacy etc.

Private entrepreneurs realized that there wasreasonable supply of such interested students whocould afford cost of education . Private educationalenterprises came with social, industrial and economicpay-offs.

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80% of schools are government schools making

government major provider of education. Due to poorquality of public education, 27% of Indian children areprivately educated

50% children are enrolled in private schools in urban

areas, balance tilted towards private schooling in cities;even in rural areas, nearly 30% of the children in 2013were enrolled in private school

Private schools provide superior results at a multiple of

unit cost of government schools Limited capacity to absorb and a massive mismatch in

supply-demand

Private sector in education became even more important

when Indian economy went through liberalization 28


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Population between ages of 15 and 24 is 234 million.

India plans to meet 30% GER target by 2020 and 40million students to be enrolled higher educationsystem in 2020. Currently 18.5 million students areenrolled in higher education sector

Create an additional capacity of 25 million seats overnext decades for 10,510 technical institutions, 15,530colleges and 521 universities

For a long time India was happy government-ownedsystem. Pushed to ramp up access in primary andsecondary schooling but in higher education, focusedIITs and the IIMs

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Important Variables for Improvement Experiences of top school systems suggest that three

things matter most:1) Getting right people to become Math teachers

2) Developing them into effective instructors

3) Ensuring that system is able to deliver best

possible instruction for every child Top systems demonstrated that best practices for

achieving three things work irrespective of culture inwhich they are applied

Substantial improvement in outcomes is possible in ashort period of time

Application of best practices universally could haveenormous impact in improving failing school systems,

wherever they might be located 30


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Important Variables for Improvement All top-performing systems pay starting salaries above

OECD average, relative to their GDP per capita Importance of teacher status in all top-performing

systems; ability of a school system to attract right peopleinto teaching is closely linked to status and eminence ofteaching profession

Singapore and South Korea: opinion polls showed thatgeneral public believes; teachers make greatercontribution to society than any other profession

Improve instruction: learning occurs when students andteachers interact, improved learning implies improvingquality of teacher student interaction

Moving teacher training to classroom, developingstronger school leaders and enabling teachers to learn

from each other 31


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Important Variables for Improvement Effective instruction leadership: getting right teachers to

become principals, developing instructional leadershipskills

Combination of monitoring and effective interventionessential; good instruction delivered consistently

across system High - performing school systems monitor performance

through examinations and inspections

Use results of monitoring to inform effective

interventions to raise standards and achieve highperformance

Processes inside schools, constantly evaluating studentperformance and constructing interventions to assistindividual students

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Enabling policy for local and foreign investments

Enabling regulatory and fiduciary environment withpolitical stability and consistency in policies

Money is coward and flies to safest destinationsEncourage Businesses to invest in education with suave

regulatory framework Public policy to involve Businesses and entrepreneurs to

come forward as a funder of programs

Philanthropist volunteered to work for less - affluent

Education by all and for all: Inviting Business as a policyadvocate on policy table

Innovative models by Education Entrepreneurs weretested and replicated

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Continuous change in curriculum and consistent up-

gradation ICT simulations using digital technology for students in

classrooms for secure understanding

Continuous shifting to new techniques in Mathematics

and Sciences and adopting them as quickly as possible Environment of healthy competition among students

and schools

Students, teachers and parents all involved in quality

education Joyful learning in Kindergarten and primary but

rigorous techniques to mentor with progression tohigher classes

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Businesses in education: starting from Kindergarten to

university education

Engaging best human resource at market salary andcontinuous professional development every year tocapture and assimilate progression in knowledge in

Mathematics and sciences Continuity of teachers in service linked with learning out-

comes of students tested by external national andinternational bodies

International studies should work as mirrors for us tobetter understand our own system

Before we learn from other cultures, we need tounderstand and evaluate our cultural and learning values

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How to Improve? Accountability and academic audit

Participation in TIMSS 2015: improvement of both lowerand top ends of performance

Effort & commitment public and private schools &educational department, target for improvement by 30

points to reach score of 382 in 2015 & 40% of learnersscoring above 400 points

Introduce digital training technologies: TPACK and SOLOTaxonomy etc.

Employ Lead Teacher Educators from national andInternational - professional development of Math teachers

Engage technical expertise from anywhere but take ownvalues as given and a starting point and then design and

improve system


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How to Improve? Simple transplant of policies and practices won't work

Whole school functionality and holistic development iskey

Improve human didactic resource base in core contentknowledge with secure understanding & disseminationwith apt pedagogical skills

Current curriculum to be updated with core foundationalconcepts

Allocation of resources: Budgets, optimal utilization,transparency and good governance

Right choice of instructional languages during early yearsof education

Education requires long-term, coherent and focusedsystem-wide attention to achieve improvement


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How to Improve? Best education is simply right education for individual

Continuous improvement in curriculum, learningoutcomes with relentless M&E

Improve public school system

Facilitate and encourage private sector

Address demand for access, quality and equity ineducation sector

Public and private sector working in unison andcomplementing each other for a common cause of

affordable quality education Concentrate on school leadership and teacher training

systems

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Use of Digital Technology for Teaching Mathematics Dr. Allah Bakhsh Malik