Reference: Published by The Coversation, 28 February 2024
Mathematics education in schools appears to be entrenched in traditional methods, with minimal observable changes for adults revisiting their alma mater. While some schools boast technologically advanced features such as electronic tablets and interactive whiteboards, a closer inspection reveals a lack of evolution in the fundamental tasks assigned to students.
Despite significant advancements in cognitive science and our understanding of effective learning, the application of this knowledge in the design of mathematics teaching materials, such as textbooks, remains woefully inadequate. Counterintuitive findings from cognitive science, though valuable, often go overlooked and require deliberate implementation.
One such counterintuitive insight is that practicing similar tasks consecutively is less effective for learning than a diverse mix of tasks requiring different approaches. In the realm of mathematics, grouping similar tasks may seem easier for teachers to manage, but the cognitive science principle of “desirable difficulty” suggests that mixing tasks involving various mathematical concepts enhances retention and understanding.
Efforts are now underway to incorporate cognitive science findings into the design of teaching materials and to support educators in utilizing them. Given the challenges associated with learning mathematics, a subject compulsory for many but often perceived as difficult, this focus on cognitive science principles holds promise.
Traditionally, educational materials are chosen based on gut reactions, lacking a systematic application of cognitive science principles. However, ongoing research is exploring the integration of cognitive science principles, such as “desirable difficulties,” into the design of mathematics teaching materials. The emphasis is on materials that present challenges beneficial for learning, rather than simply appearing easy.
A departure from the conventional approach also involves rethinking how mathematical concepts are explained. Diagrams, a longstanding feature in mathematics teaching, are often used haphazardly, leading to confusion. The “coherence principle” from cognitive science advocates for purposeful and consistent use of diagrams and animations across topics, avoiding potential drawbacks.
Moreover, addressing inequalities in mathematics education is a pressing concern. Students from disadvantaged backgrounds face underachievement, while a significant gender participation gap persists. Private tutoring has historically favored socio-economically advantaged families. Still, the development of high-quality teaching materials informed by cognitive science insights aims to mitigate the impact on traditionally disadvantaged students based on gender, race, or financial background.