As millions of students across the nation recover from the COVID-19 pandemic and re-evaluate in-person instruction, educators face a host of challenges stemming from the pandemic’s long-term disruptions. Due to the impact of “learning loss” or the absence of average learning gains for students, educators have their work cut out.
According to an article in The New York Times, students’ math and reading proficiencies are notably lower than pre-pandemic levels. In fact, 2022 data showed math scores fell in almost every state after the pandemic (the steepest decline ever recorded on the National Assessment of Educational Progress). While a number of factors impact this decline — such as district policies, lower income barriers to education and varied access to technology — educators in math education have an important role.
Today’s math teachers need in-depth knowledge of how students learn and the theories that support mathematical education to best close achievement gaps that have widened. Southeastern Oklahoma State University (Southeastern) offers a Master of Education (M.Ed.) in Curriculum & Instruction (C&I) – Math online program that prepares educators to understand the theories of teaching and learning that will shape the future of math education.
What Is “Learning Loss”?
Learning loss is not technically a “loss” but rather an absence. As Rachael Gabriel points out in The Washington Post, the phrase refers to the lack of expected learning gains. While students may have imbibed unexpected lessons during the shift to remote learning, many did not quite achieve the same learning gains they would have in a normal year.
Matthew Reames, a fifth-grade math teacher in Virginia, explains how these “losses” primarily affect subjects that offer foundational skill sets, such as mathematics. In an interview with The 74, he explains: “Math is a whole lot of skills and concepts that build on themselves from year to year. There is not really anything you can leave out. And that’s true whether you are in a pandemic or not. Each year, we look for these gaps.”
Acceleration Over Remediation
While many educators are preparing to reteach everything from the previous year, some experts believe it may be best to accelerate learning. Vox points to an example from Highline Public Schools. Instead of relying on large-scale remediation, this district has been moving forward with typical grade-level work along with targeted help when students don’t understand something.
The results give hope, as evidenced by significant learning gains in a short period. However, the findings also align with expert advice about achievement gaps being reinforced through remediation and overcome through acceleration.
Emphasize Individual Mastery
Ohio public schools are turning to the mastery approach to help close learning gaps from the previous year. Sometimes known as the competency approach, this strategy allows students to learn at their own pace. Several Ohio schools have already tried this method for the last few years and have seen success. The COVID-19 pandemic has encouraged state officials to adopt this approach across its schools. By homing in on the competencies, students can focus on learning the next skill rather than catching up to their peers.
Southeastern’s online program provides educators with in-depth knowledge of how students learn, allowing them to differentiate instruction accordingly. Graduates of the online M.Ed. in Curriculum and Instruction – Math program are prepared to assess student needs and develop individualized, culturally responsive teaching practices to meet those needs.
Reignite Enthusiasm for Learning
The pandemic has taken a toll on students’ mental health, and an enriching education is crucial to help them cope with the changes still affecting them. Blending education with substantive activities is a great way to help students relax and remember how fun learning can be. The Association for Supervision and Curriculum Development strongly advocates making math a joy for students, especially when facing achievement gaps. Sharing your passion for the subject with students and utilizing a wide variety of popular media and technology can engage students, helping them connect skills and concepts to real-world problems.
Southeastern’s program provides graduates with training in the latest technological developments in mathematics education and the learning theories that inform this approach. Graduates will gain “practical ways to teach math that are both appealing and effective for K-12 students” in various roles, such as K-12 math teacher, instructional coordinator, curriculum specialist, curriculum and assessment director or mathematics education specialist.
While the pandemic may have eroded learning gains, students can still catch up and excel in math education. Armed with the tools and knowledge provided by Southeastern’s online M.Ed. program, educators can use a variety of approaches to help students succeed in math for academic and personal gains.
Learn more about Southeastern Oklahoma State University’s M.Ed. in Curriculum & Instruction – Math online program.