The University of Fiji says that major and radical attitudes towards the numeracy crisis in Fiji are needed if the situation is to improve substantially.
Responding to the latest statistics revealed by Education Minister Hon. Aseri Radrodro which shows that the Year 5 literacy rate was 95% while the numeracy rate lagged behind at 74%. Moreover, over 80% of Fiji’s schools recorded below expected levels in mathematics performance at Year 4.
The University of Fiji Vice Chancellor, Professor Shaista Shameem, says that maths must be taught well because it builds lifelong, innovative and critical thinking. “In addition, it is a vital subject for explaining not only how our own planet functions but the entire solar system and beyond”. She believes that there is no time to waste in finding adequate learning and teaching strategies to cope with Fiji’s numeracy deficit in schools.
To assist with the National Numeracy Strategy of the Ministry of Education, the University of Fiji will submit a strategy document to assist with the Ministry’s numeracy education reform.
Ms Ayesha Reddy, an academic from the School of Science and Technology and Maths Advisor to the Vice-Chancellor, has developed a resource module as part of the recommendations for the Ministry. Noting the mathematical proficiency gap at Year 4 and 5, Ms Reddy suggests introducing a compulsory Multiplication Verification Assessment (MVA) in Year 5. This diagnostic assessment will help gauge the multiplication table competency held by students and explore intervention and scaffolding methods for students who are facing difficulties. The MVA will not act as a summative assessment so no marks will contribute towards the final examination.
Ms Reddy recommends that the strands and topics in Year 8 and Year 9 mathematics be scrutinized by the Curriculum Development Unit to ensure a smooth and realistic transition while progressing from primary school into secondary school, for example Algebra and Calculus that dominate upper secondary mathematics and are crucial for studying maths at tertiary level.
UniFiji also proposes a 60/40% teaching model for lower primary mathematics classes so that 60% of delivery is teacher-led while 40% is self-directed and heutagogical inquiry-based learning. This proportion is recommended as the majority of students do not develop entire abstract thinking, reasoning or problem-solving skills by the age of 12 years. The importance of teacher-led instructions is therefore as necessary for primary school mathematics as inquiry-based learning is for secondary school mathematics. The University has made other recommendations to assist with mitigating the numeracy crisis and will forward these to the Ministry.
