Calls grow to rethink how math is taught as student scores slip

Recent assessments suggesting weaker math performance among Canadian students are renewing debate over how math is taught in classrooms. The CBC report follows a Grade 3 lesson in Orangeville, Ont., where teacher Kendra Corbett used stepbystep instruction, math games and handson tools like base ten blocks to help students build number sense. Experts quoted in the story say that a stronger foundation in early math is important because counting fluently does not always mean children understand what numbers represent. Mathematician John Mighton and Western University professor Daniel Ansari both argue that math instruction should be more explicit and developmentally appropriate, with more guided practice and smaller steps for beginners. They say research on how children learn is not always reflected in classrooms or teacher training. The article also notes that some school boards are trying new supports, including screening tools, additional resources and targeted tutoring.