Special Initiatives in Mathematics and Science Education
The self-governing nature of New Zealand schools has meant that many initiatives in mathematics and science education are not mandatory. Schools chose if and when they participate in any initiative available. The Numeracy Project is the most widely used initiative in mathematics education in primary schools. It began in 2001 with the aim of introducing teachers to a new approach to the teaching of mathematics.57 The success of the Numeracy Project, however, has been questioned recently, with criticism leveled at the lack of attention given to mathematics basics compared to an “emphasis placed on teaching children multiple mental strategies for solving problems.”58 Another notable program is the Accelerated Learning in Mathematics initiative that targets students who look unlikely to meet the expected standard. An evaluation of this initiative as a pilot showed it had positive effects on students’ learning outcomes.59
Many initiatives in science education are built around engagement with the local community, including local bodies and research organizations. Schools can opt into either specific year level or school level programs, such as Enviroschools,60 that use communities’ resources to promote science. They are designed to be fully participatory, locally relevant, and responsive to change, enabling flexibility to meet the changing needs of students, schools, and communities.
Perhaps the most significant initiative for science education will come via Science in Society, a major joint initiative between the Ministry for Business, Innovation, and Employment, the Chief Science Advisor to the Prime Minister, and the Ministry of Education. This strategic plan recognizes the fundamental current and future importance of science when answering increasingly complex problems. The long term objective is to “encourage and enable better engagement with science and technology across all sectors of New Zealand society.”61 One of the three “Strategic Action Areas” to achieve this objective is to “enhance the role of education.” The report “A Nation of Curious Minds”62 identifies the following actions:
- Improve initial teacher education through increased science and technology teaching competencies, leading to increased confidence
- Better in-service professional learning and development for science and technology teachers
- Build stronger links between science and technology educators, learners, technologists, and scientists, in the classroom and in the community
While not directly related to science and mathematics education per se, a major initiative that is being promoted by the ministry is Investing in Educational Success. This initiative looks to build upon and foster relationships between schools by formalizing them into “communities of schools.”63 These communities should facilitate the sharing of mathematics and science knowledge and expertise, with the over-arching principle of lifting student achievement.