Improving Ontario Mathematics Performance: A Comparative Study of Underlying Factors for Mathematics Achievements in Ontario-Canada, Singapore and Shanghai-China
Open/View files
Date
November 15, 2017
Author(s)
Lee, Ki Ying Amy
The Harvard community has made this article openly available. Please share how this access benefits you.
Abstract
The downtrend of Ontario high school mathematics performance in international assessments since 2003 has drawn the attention of many education stakeholders seeking solutions for improvement. This comprehensive study specifically looks for elements that can improve international mathematics achievement of Ontario high school students. By comparing different attributes in the areas of sociocultural context, teacher qualification and compensation, curriculum, assessments, classroom activities, and students’ attitudes and motivation about learning mathematics among Ontario, Singapore and Shanghai, it was found that the curriculum could benefit from incorporating more basic mathematics skills either by whole-class or flipped-class instruction to achieve resource (cost and time) effectiveness. Evidence showed that the qualification and ongoing training for mathematics teachers are crucial to students’ achievement. It was further revealed that after-school math class, tutoring, appropriate amount of homework with suitable type of assessment can help reinforce students’ knowledge of mathematics as well. In 2016, Ontario spent 60 million on a program entitled the Renewed Math Strategy mainly concentrating on teachers’ training and resources for support. However, the program did not renew a focus on fundamental mathematics. If a pivotal part is missing in the design of mathematics education, the effectiveness of the pedagogy can be diminished. Each culture is different; those elements that work well in some countries might not function as effectively if they are incorporated in other countries, but there should be a combination of elements that best fits each culture. The results of this thesis make it clear that Ontario policy makers need to do more to balance these elements to find the right recipe for success in achieving optimal mathematics education.
Terms of Use
This article is made available under the terms and conditions applicable to Other Posted Material (LAA), as set forth at Terms of Service
Subjects
Collection