Understanding the “New Math” |
As a parent in Ontario, you may have noticed that your children are learning complex math concepts at an earlier age, or through different teaching methods than you did when you were in school. This is partly because The Ontario Ministry of Education created a new curriculum in 1997, which featured some progressive changes on how mathematics would be taught.
The New Math
According to The Ontario Curriculum, 2005, the changes are part of a plan to teach “knowledge, skills, and habits of mind that are essential for successful and rewarding participation”, in an information and technology-based society. The Ministry of Education believes that students should have classroom experiences that help them understand mathematics.
The key word that separates old math from “new math” is “understanding”. As a previous math student, you may remember the drills of adding, dividing, subtracting and multiplying; memory exercises that may not have helped you to apply the processes and develop the skills of mathematics.
The Ontario Curriculum lists the seven processes as: “problem solving, reasoning and proving, reflecting, selecting tools and computational strategies, connecting, and representing and communicating”. The Ministry of Education considers these to be essential ingredients to a well balanced math programme.
Training Teachers
In order to teach a balanced math program, new methods and materials have to be implemented. Many education boards are training their teachers to deliver the “new math” curriculum using concrete materials such as unifix cubes, geoboards and base-ten blocks. These resources allow the students to learn math skills and processes in a hands-on manner.
Sharon MacNeice, an Ontario teacher with over 25 years of classroom experience was offered the chance to learn the “new math” way of teaching in 1985.
Using base ten blocks I learned to teach kids how to add, subtract, multiply, and divide, and I actually learned what borrowing meant. Of course I had learned this in school myself but I never knew what borrowing a tens group really meant - I memorized the pattern and then, just did it as so many kids do.
Memorizing patterns is how many of us learned mathematics and this presents a problem for anyone trying to assist children with homework relating to the new concepts being taught. This is the main reason that many parents are finding it difficult to understand the math being brought home.
Training Parents
Sharon suggests that “workshops” would help parents understand what “teachers are teaching the kids”. These workshops could be instigated by parents who are interested in seeing how the “new math” is being taught. Most schools actively try to build relationships with the community and would be receptive to this type of request.
When parents involve themselves in their children’s schoolwork, teachers see the results and students are more likely to have a positive attitude about school. As a parent, you could meet with your child’s teacher to learn more about their studies or request a mini-lesson in using the “new math” materials. Once you use a geoboard to learn perimeter and area of shapes, you too will be hooked on the methods being used to create mathematical understanding in your children.
Resources for Parents
The Ontario Curriculum (including report cards)
http://www.edu.gov.on.ca/eng/teachers/curriculum.html
Curriculum for Grades 1-8, Mathematics 2005
http://www.edu.gov.on.ca/eng/document/reports/math/intro.html
The Ontario Ministry of Education
http://www.edu.gov.on.ca/
“Helping your child learn math – A parent’s guide”
http://www.edu.gov.on.ca/eng/document/brochure/earlymath/index.html
The Education Quality and Accountability Office (EQAO)
http://www.eqao.com/
Parent and School interaction programmes and associations
http://www.edu.gov.on.ca/eng/parents/links.html#interact
Resources Cited
Ministry of Education. The Ontario Curriculum, Grades 1-8: Mathematics.
