How we can make the hardest subjects more engaging by moving away from over-specialisation.
A child at KEY academy solving a maths puzzle
"Maths is not just about computation or following set rules; it’s also about problem-solving, logical reasoning, and critical thinking."
The Mindful Teacher
Traditional classroom approaches have several notable issues. One significant problem is the emphasis on rote learning and memorisation of formulas and procedures.
This often leads to a disconnect between what students learn and its application in real-world contexts, making it hard for them to see the relevance of math to everyday life or other subject areas. Additionally, traditional methods typically follow a uniform pace and style of instruction, which does not cater to the diverse learning styles and paces of different students. As a result, some students may struggle to keep up, while others are not challenged enough.
Traditional maths teaching often focuses on the right answer rather than the process of solving problems. This approach can hinder the development of analytical skills, as students are not encouraged to explore different methods or think creatively about solutions. There is also limited interaction and collaboration, with traditional methods favouring individual work over group activities. This lack of collaborative learning opportunities can be detrimental, as collaboration is a key skill in many real-world situations.
An integrated approach to teaching maths, however, seeks to address these issues by incorporating real-world applications, catering to different learning styles, encouraging critical thinking and problem-solving, promoting collaboration, and using a variety of engaging instructional methods. This holistic approach aims to make maths more meaningful and engaging for students, thereby improving their understanding and appreciation of the subject.
We’ve Been Teaching in a Void
While the traditional classroom approach to teaching maths has its limitations, the need for basic maths skills involving basic operations and the BIDMAS principle (Brackets, Indices, Division and Multiplication, Addition and Subtraction) remains fundamental. However, for a well-rounded mathematical education, it’s important to understand that these skills can’t exist in isolation.
Basic operations and BIDMAS are the building blocks of maths. They form the foundation upon which more complex mathematical concepts and applications are built. For instance, without a solid understanding of basic operations, students would struggle with algebra, geometry, trigonometry, and even more advanced fields like calculus. BIDMAS is crucial for understanding the order in which operations should be performed in an expression, a skill that is essential for solving any mathematical problem correctly.
However, relying solely on these basics without integrating them into broader contexts and applications can limit the depth of students’ understanding and their ability to apply mathematical concepts in real life.
Maths is not just about computation or following set rules; it’s also about problem-solving, logical reasoning, and critical thinking.
An Integrated Approach
Teaching maths through projects embeds these basic skills within a larger framework that includes application in real-world scenarios, the use of technology, interdisciplinary connections, and collaborative problem-solving. For example, a lesson on basic operations might include a project where students use these skills to manage a budget, thus applying their knowledge in a practical, real-life context. This not only makes learning more engaging and relevant but also helps students see the value and application of maths beyond the classroom.
While basic maths skills like basic operations and BIDMAS are essential, they should not be taught in isolation. Instead, they should be integrated into a broader, more dynamic approach to teaching maths that emphasises application, critical thinking, and real-world relevance. This not only enhances mathematical understanding but also prepares students with the skills they need for practical life and continuous learning. But what might this look like?
Project A — The battles of Napoleon
In the context of project-based learning, maths can be taught in more engaging and fun ways by integrating it with subjects like history and geography. This interdisciplinary approach not only makes learning more interesting but also helps students see the relevance and application of maths in various aspects of life and history.
Applying Maths
Consider a project centred around the historical context of Napoleon’s battles. This project could explore various mathematical concepts in the context of military strategy and geography. Students could learn about how Napoleon might have calculated the number of men he could afford to lose in a battle. This could involve studying probability, ratios, and basic arithmetic operations, giving students a practical application of these mathematical concepts. Teaching these in such a context would surely show students the true value of them.
Tying in Humanities
The geographical aspects of Napoleon’s campaigns could be incorporated to teach about measurements and calculations related to distances, terrain, and logistics. Students could engage in activities such as mapping Napoleon’s routes, calculating the distances travelled by his armies, and understanding how geographical features influenced his strategic decisions. This would not only involve geometry and algebra but also offer a lesson in how terrain and distance play a crucial role in military strategy.
Such a project could extend higher achievers by including more advanced mathematical concepts like statistical analysis to evaluate the outcomes of different battles and the factors that influenced these outcomes. Students could use historical data to create models and simulations, enhancing their understanding of statistics and probability.
Incorporating history and geography in teaching maths through project-based learning can transform the subject from abstract numbers and formulas into a vivid, relatable, and practical experience. This approach also builds critical thinking and problem-solving skills, as students are not just learning mathematical concepts but also applying them to solve real-world problems.
Students get to explore, discover, and connect with math in a way that is far removed from traditional textbook learning, making the subject more enjoyable and engaging.
Project B — Creative Applications
Integrating maths with creative subjects like music and art in project-based learning can significantly enhance the engagement and understanding of students. This interdisciplinary approach allows students to explore mathematical concepts through creative projects, making learning both fun and relevant.
Artistic Applications
For instance, in a project that combines art and maths, students could be tasked with creating their own art pieces, like paintings or sculptures. They would then learn to calculate the costs involved in creating these artworks, including materials, time, and other resources. This exercise introduces them to concepts like budgeting, pricing, and basic arithmetic operations. Students could also explore geometric concepts through the design and structure of their artworks, learning about shapes, symmetry, and proportions in a hands-on manner.
Musical Mastery
Similarly, a project that intertwines maths and music could involve students creating their own musical compositions or analysing musical patterns. They could learn about the mathematical relationships in music, such as rhythm, beats per minute, and harmonic intervals, which can be an engaging way to explore fractions, ratios, and patterns.
Building a Business
Another exciting aspect could be exploring the business side of music, such as understanding how music streaming works. Students could learn about the economics of the music industry, including how artists earn money through streaming platforms. This could involve mathematical concepts like percentages, data analysis, and even basic algebra.
By calculating potential earnings from streaming and digital sales, students would not only apply their mathematical skills but also gain insights into the modern digital economy.
The Music-Art Connection
Students could be encouraged to market their artistic or musical work. This aspect of the project would introduce them to the math of marketing, like analysing demographic data, budgeting for marketing campaigns, and calculating return on investment. They could use social media metrics, engagement rates, and other data to strategise and optimise their marketing efforts.
By giving students creative projects where they need to manage finances, market their work, and understand digital monetisation, they not only learn mathematical concepts but also acquire real-world skills. Such projects encourage creativity, entrepreneurship, and practical application of maths, making the learning process more dynamic and relevant to the interests and future aspirations of students. This approach not only enhances their understanding of mathematics but also prepares them for real-life challenges and opportunities.
Barriers to Integration
Integrating creative and interdisciplinary project-based learning approaches into the current education system presents several significant barriers, and indeed, an overhaul is required to effectively implement these changes. While the idea is promising, the practicalities of such a transformation are complex and multifaceted.
Curriculum Rigidity — Many current educational curricula are structured around traditional disciplines and standardised testing, leaving little room for integrated, project-based learning. Shifting to a more interdisciplinary approach would require a fundamental change in curriculum design, which is a substantial and time-consuming process.
Teacher Training and Readiness — Integrating subjects like maths with music, art, or history requires teachers who are not only well-versed in their subject matter but also skilled in interdisciplinary teaching methods. This necessitates extensive professional development and training, which can be both costly and time-intensive.
Resource Allocation — Implementing project-based learning often requires more resources than traditional teaching methods. Schools would need access to various materials, technologies, and possibly even additional staff to support these projects. Budget constraints can be a significant barrier, especially in underfunded educational systems.
Assessment Challenges — Standardised testing is deeply ingrained in many education systems and is often a key metric for evaluating student performance. Project-based and interdisciplinary learning don’t always align neatly with standardised tests, making it challenging to assess student learning and progress in these new frameworks.
Resistance to Change — Educational institutions, like any large system, often exhibit inertia and resistance to change. Administrators, teachers, parents, and even students might be hesitant to adopt new teaching methods, particularly if they are unfamiliar or seem untested compared to traditional methods.
Scalability and Consistency — Ensuring that innovative teaching methods are scalable and can be consistently applied across different schools and regions is another challenge. There is a risk of creating disparities in education quality if some schools can implement these methods effectively while others do not.
Time Constraints — Project-based learning can be more time-consuming than traditional methods. Fitting these expansive projects into an already packed school schedule is a logistical challenge. This might require rethinking the entire structure of the school day and year.
Overcoming these barriers requires not just an overhaul of the curriculum but also a cultural shift in how we view and value education. It involves rethinking the goals of education, the role of teachers, and the nature of student assessment. While this shift is undoubtedly challenging and easier said than done, the potential benefits in terms of student engagement, learning outcomes, and preparation for the real world make it a worthwhile endeavour. Progressive changes, pilot programs, and incremental integration of interdisciplinary projects can be starting points towards this broader transformation.
When Will We See Change?
Project-based learning, particularly when integrated with various disciplines such as maths, music, art, history, and geography, appears to be an exciting and promising avenue for enhancing education. It promises to make learning more engaging, relevant, and practical, preparing students not just academically but also for real-world challenges and opportunities. The hands-on, creative, and interdisciplinary nature of this approach aligns well with the skills required in our rapidly evolving, technology-driven world. However, the practical integration of such innovative teaching methods into the current education system could take years before it becomes widely accepted and implemented. This slow pace of integration is due to a variety of factors, including the need for a fundamental overhaul of curricula, teacher training, resource allocation, and the adaptation of assessment methods. Overcoming institutional inertia and resistance to change adds another layer of complexity to this process.
In the context of how rapidly technology is changing our world, this time frame poses a critical question: Do we have the luxury of waiting years for such educational reforms? The speed at which technological advancements are occurring demands a workforce that is adaptable, creative, and equipped with a broad range of skills, including critical thinking, problem-solving, and interdisciplinary knowledge. The longer it takes to reform educational practices, the greater the risk of widening the gap between the skills taught in schools and those required in the modern world. Therefore, while acknowledging the challenges, it is imperative to accelerate the process of integrating project-based and interdisciplinary learning into education systems. This could involve greater advocacy for educational reforms, increased investment in teacher training, and the development of pilot programs to demonstrate the efficacy of these methods. Collaborations between educational institutions, governments, and industries will a pivotal role in facilitating this transition. We’ll only see real change by realising that it is possible and we need to work together to achieve it. Reading, talking about, and sharing these ideas is how we plant the seed. If you know an educator that is in the position to implement such changes, what’s stopping you from sharing this with them?
The Mindful Teacher helps parents, teachers and students cultivate mindfulness in life and work.
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KEY reflections
As discussed in this enlightening article, traditional maths teaching often relies on rote learning, leading to disengagement and a lack of real-world application. This method falls short in fostering critical thinking and problem-solving skills in children.
This is why we are revolutionising education through project-based learning at KEY academy. By integrating maths and other core subjects into real-world projects, we make learning more engaging and relevant. Our approach encourages collaboration, critical thinking, and the use of technology, preparing students with essential 21st-century skills.
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