Today\u2019s mathematics lessons are different.<\/p>\n
Processes and curriculums have changed, and so have the expectations of teachers and students. How has mathematics learning in the classroom changed over the past decade? We sat down with four educators to get their thoughts.<\/p>\n
Here are their top five changes.<\/p>\n
Back in the day: \u201cFollow what I\u2019m teaching.\u201d<\/i><\/strong><\/p>\n Now: \u201cWhat are your learning goals and what do you need to do next to achieve them?\u201d<\/i><\/strong><\/p>\n 15 years ago, a student might do a test and get a result without much feedback from a teacher.<\/p>\n Teachers would have been seen as the keeper of knowledge and students are vessels to be filled. One of the big changes in mathematics learning and teaching is a move away from this.<\/p>\n Teachers today play the role of a facilitator, guiding students to make discoveries about their learning. They help guide students to set their own goals, reflect on their learning, and be more aware of their strengths and weaknesses.<\/p>\n There is more feedback and collaboration between teachers and students. Students now take on a more active role in their process of learning, rather than being filled up with knowledge.<\/p>\n For teachers, this means having strong content knowledge, but also having a range of strategies at their disposal, so they can use it to meet the individual needs of diverse groups of students.<\/p>\n This may also be an uncomfortable process for some teachers, as it means letting go of ‘control’ and allowing students to have a productive struggle, that students will make mistakes and not get it right sometimes.<\/p>\n Thankfully, there are many resources out there to help teachers cater to different learning styles and needs. For example, online maths resource Mathletics<\/a><\/strong> helps you plan for differentiated learning.<\/strong><\/p>\n