Exit slip: Reflections on Beautiful Maths How successful school approaches change students' lives (Jo Boaler)

In the video of Jo Boaler’s presentation at OISE (https://youtu.be/2OgKnrPNZiI), I was not surprised, but rather curious about her opening remarks that maths is the subject with the greatest difference between how it’s taught and how research demonstrated it should be taught. I wonder why that is. Do we need more teacher development classes programs to teach the teachers? Maybe someone needs to develop a set of “math labs” or activities similar to the classroom skateboarding example shown in the presentation that teachers can use and adapt. Does change need to come from top down – i.e. curriculum and assessment changes from the ministry? Or is it ultimately up to classroom teachers? Reflecting on this in my group, I believe that as a future teacher, I will have to first focus on my own classroom and work within the given framework to bring engaging maths to my students. I need to accept that change takes time and a lot of hard work, but that as part of the next generation of teachers, I can help to bring about the changes I envision. 

I don’t think Boaler’s main point that everyone can be good at maths is quite accurately, or at least nuanced enough. I would be curious to see her claim of “a wealth of research” that supports her claim, but from my experience, there is a large variation in ability for any skill and I don’t see how math would be an exception to that rule. In addition, how can we dismiss the evidence that supports the existence of dyscalculia? Of course, as a teacher, I will do my best to support all of my students and foster a growth mindset so that everyone can learn and get better at math, but I think it’s disingenuous to claim that everyone can be “good at math” unless we bend what we mean by “good at math” to mean that they simply enjoy or appreciate math.

I agree that speed should not be part of math assessment  as that would just cause unnecessary anxiety. However, I don’t see anything wrong with practicing speed and encouraging students to become more familiar with basic calculation skills. 

As for Alfie Kohn’s video on why grades shouldn’t exist (https://youtu.be/lfRALeA3mdU ), I think it’s an awesome idea. I’ve definitely noticed in myself, and in my friends that grades were usually a significant, often negative, factor when making decisions about school. However, practically speaking, grades do serve a purpose of comparing students and selecting students for limited spots in universities. In addition, the long tradition of assigning grades will be difficult to change. Perhaps we can start by implementing the Credit/D/Fail system used at UBC in high schools. Maybe only students who are interested in studying science or math in university need to be graded for those courses. 

I’m looking forward to discussing all of these issues with my SA during the upcoming practicum.