School District 48 is in the process of adopting an operational policy that prohibits schools from offering “streamed courses,” which they believe limits a student’s post-secondary opportunities (ie: going to university).
Currently for students entering Grade 10 there are two ministry-designed and approved-course options for students: Workplace Math 10 and Foundations & Pre-Calculus Mathematics 10. When these courses were first implemented, they were offered as different pathways and deliberately not referred to as streams.
Adopting this operational policy would remove the option for students to select Workplace Math 10 and require all students to take the Foundations and Pre-Calculus pathway.
As a math teacher I see many students who have been traumatized to some degree by mathematics. I see parents, adults and even some teachers who have had a negative experience with mathematics and are quick to respond with: “I hate math” or “I never got math” or “I don’t have a math brain.”
My job involves sharing with students the value of being numerate and breaking down their negative experiences and societal stigmas towards mathematics. The Workplace Math 10 course is intended to provide exposure to real-world math applications. The two available options are different enough in content to warrant taking multiple math courses and they are designed intentionally to provide skills to students entering the workforce, pursuing trades, or entering college programs after high school.
These workplace classes traditionally have a higher percentage of at-risk students because it serves the need to provide a supportive environment while breaking down math anxiety and stigma.
If the intent of the decision to remove Workplace 10 is to improve student success, to be inclusive of all learning abilities and to provide viable post-secondary options, then I believe that those making the decision may be confused as to what this course offers our most vulnerable students.
Simply showing up in class is an accomplishment for some. The workplace classes are a safe place for students to overcome the stigma of not only mathematics, but also education.
Workplace Math is essential in building confidence and providing some opportunity of success. I fear that if we take this option away from our children who already identify mathematics as a source of anxiety and despair then they will be the ones who suffer the most.
I am concerned that this decision is being made without any meaningful consultation. It would seem advantageous to have mathematics educators involved in conversations regarding mathematics education in the district.
With purposeful communication, we could design a solution that could address the needs of our students and would not involve eliminating a valuable course.
If you share the concern about the removal of options for our children without proper consultation, I encourage you to write or speak to your school trustees: Rick Price: [email protected], Ian Kent: [email protected], Rebecca Barley: [email protected], Celeste Bickford: [email protected], Rachel Lythe: [email protected], David Walden: [email protected] and Cynthia Higgins: [email protected]
David Gregr // Math teacher, Howe Sound Secondary
