Rédaction Africa Links 24 with Colin Foster
Published on 2024-04-19 12:00:45
School mathematics teaching has remained stagnant for many years, with minimal changes since adults attended school as children. While there may be some superficial differences, such as the use of electronic tablets and interactive whiteboards, the essence of the tasks given to students remains largely unchanged.
Despite the vast amount of knowledge gained from cognitive science about how our brains work and how people learn effectively, this information has not been fully integrated into the design of mathematics teaching materials like textbooks. Many of the insights from cognitive science, such as the benefits of mixing up tasks that require different approaches, remain untapped in traditional teaching methods.
For example, while grouping similar tasks together may make it easier for teachers to manage, mixing them up actually leads to more effective learning and retention of knowledge in students. This concept of “desirable difficulties” challenges the traditional approach to teaching mathematics but can significantly enhance the learning experience.
There is a growing movement to incorporate cognitive science findings into the design of teaching materials and support teachers in implementing them effectively. Mathematics, as a compulsory subject that many students struggle with, is an ideal starting point for this transformation in education.
Typically, school teaching materials are chosen based on gut reactions and personal experiences, rather than cognitive science principles. By developing materials that include “desirable difficulties” and are responsive to students’ needs, educators can create a more effective learning environment that caters to individual learning styles and challenges.
In addition to redesigning teaching materials, it is crucial to rethink how mathematical concepts are explained to students. The use of diagrams, for example, can greatly impact students’ understanding of mathematical concepts. By employing the “coherence principle” and using diagrams consistently and purposefully across topics, educators can enhance students’ comprehension and reduce confusion.
Furthermore, addressing inequalities in mathematics education is essential, especially for students from disadvantaged backgrounds. By providing high-quality teaching materials that leverage insights from cognitive science, educators can help level the playing field for these students and ensure that all learners have equal access to quality math education.
In conclusion, integrating cognitive science principles into the design of teaching materials and pedagogy can revolutionize mathematics education and improve learning outcomes for students. By embracing innovative approaches and challenging traditional teaching methods, educators can create a more effective and equitable learning environment for all students.
Read the original article on Daily Maverick
