The new mathematical problems will not solve the mathematical problem of our nation

Key points:

How much more will we continue trying to solve the sad problem of math competition of our nation writing new mathematical problems? Clearly, if that were the answer, it would have worked now, but it has not done so, as evidenced by decades of low competitions, Historical rejections after covidand the broader results In the world.

The real question what students ask is: “When will I use this?” As a former mathematics teacher, I learned that addressing this front question made all the difference. The success of the students in mathematics was not found in a book, it was found in how mathematics applied to them, in their relevance for their future professional plans. When mathematical concepts were connected to real world scenarios, they transformed from distant and abstract ideas into significant and tangible skills.

My first-hand experience demonstrated the premise of the framework of the educational innovative Dr. Bill Daggett “Reavence-Relationship”. If students know what they are learning, it has implications of real life, the meaning and purpose will ensure that they become more motivated and actively participate in their learning.

Years later, I founded the non -profit Pathway2careers with the commitment to use educational research to inform a good effective policy and practice. From that foundation, we headed to a path to develop an approach to mathematical instruction for the first type of its kind that led with relevance through learning connected to the race (CCL).

In our initial pilot study in 2021, students responded overwhelmingly to the curriculum. After using our mathematics lessons connected to the race, 100 percent of the students reported a greater interest in learning mathematics in this way. In addition, they expressed greater curiosity on several professional paths, a significant change in commitment.

In a more complete survey of 537 students covered by grades 7-11 (with the majority in degrees 8 and 9) in 2023, the results reinforced this transformation. Students reported a measurable increase in motivation, with:

• 48 percent that expresses “much more” interest or “a little more” in the learning of mathematics
• 52 percent that shows greater curiosity about how mathematical skills are applied in races
• 55 percent indicating a newly discovered interest in specific professional fields
• 60 percent that wants to explore different career options
• 54 percent expresses a stronger desire to learn how other skills are translated into careers

Educators also noticed significant benefits. The teachers who use the curriculum regularly, daily or weekly, qualified it as troops. Specifically, 86 percent indicated that it was “very effective” or “something effective” to increase students participation, and 73 percent highlighted a better understanding of the relevance of mathematics for professional applications. Other reported benefits included the greatest interest of students in the search for higher education and the awareness of several post -secondary options such as certificates, associated titles and degree titles.

On the basis of these promising indicators of commitment, we analyze the growth of students in learning measured by quantile evaluations administered at the beginning and end of the academic year. The results exceeded expectations:

• In pre-algebra, the students exceeded the national average gain in 101 quantiles (141q vs. 40q)
• Algebra I students achieved more than triple the expected profits (110q vs. 35q)
• Geometry students exceeded average for 90 quantiles (125q vs. 35q)
• Algebra II showed the most significant growth, with students exceeding the standard by 168 quantiles (198q vs. 30q)

These results are a testimony of the power of relevance in education. By incorporating mathematical concepts within the professional contexts of the real world, we transform abstract concepts into significant and tangible skills. Students not only dominated the mathematical content at unprecedented levels, but also began to see the subject as a critical tool for their future.

What we found even astonished from us, although we should not have been surprised, based on decades of research that indicated what would happen. Once we answered the question of when the students would use this, their mastery of the mathematical content took on purpose and meaning. The contextualization of mathematics is the way to follow for the instruction of mathematics throughout the country.

And there is no time to lose. As recent Study of the Indicated Urban InstituteThe math skills of the students were even more significant than reading in the positive impact of their subsequent income power. If we can change students' attitudes about mathematics, not just their mathematical problems, the economic benefits for students, families, communities and states will be deep.