Instruction for Mathematics and Science in Primary and Lower Secondary Grades
Grade at Which Specialist Teachers for Mathematics and Science are Introduced
Individual classroom teachers in primary schools instruct students in the following areas: language, mathematics, world orientation (science), and art education. In addition, primary schools may have specialist tutors in the subjects of physical education, art education, and religion (philosophical subjects). The government recently made provisions for teachers educated to a higher level to teach specific sciences in the fifth and sixth grades of primary school.
Instructional Materials, Equipment, and Laboratories
In mathematics instruction, most schools use a series of textbooks developed by an educational publishing house. These textbooks generally are written by teachers or educational counselors. The majority of schools choose one particular series of textbooks to ensure continuity in all classrooms.
In the primary grades, Flemish Community students explore mathematics using materials in the real world. Students begin by learning to count and classify tangible materials before progressing to pictorial and other visual representations (the perceptive level), and then to mental or abstract mathematics. Flemish Community mathematics classes typically involve group instruction by the teacher followed by students working under supervision. Students eventually do exercises independently from a workbook before the lesson concludes with feedback and a brief evaluation. In some classes, group instruction is followed immediately by individual work for intermediate and advanced students, while the teacher provides further instruction to less advanced students.
In science instruction, most schools use a series of textbooks developed and designed thematically by an educational publishing house. Textbook lessons generally begin with a description of an observation in the real world and with the formulation of a problem. This is followed by an investigation, whereby students work to explain their observations by comparing, ordering, and classifying. Because textbooks are used in science instruction, contact with nature and concrete experiences tends to be de-emphasized as the starting point of science, and too often, knowledge is emphasized over skills. Some schools do not use textbooks. They make use of lesson materials or projects composed internally, including topics that cover all domains of science.
Generally, Flemish schools are equipped adequately with resources to help students reach attainment targets. In the primary grades there are many mathematics tools available, including building materials, abacuses, multiplication tables, number lines, hourglasses, chronometers, analog and digital clocks, calendars, measuring and drawing materials, geometric figures, floor plans and maps, and calculators. In most schools there are sufficient science materials. Some schools have a school garden or a children’s farm.
Use of Technology
ICT skills are very important for both children and adults, and ICT is influencing teaching and learning methods. New cross-curricular attainment targets and developmental objectives for ICT have been in use in nursery and primary education and in the first stage of secondary education since September 1, 2007. The Flemish government has developed a strategic policy to reach these attainment targets, based on the following pillars:
- Strengthening the policymaking power of schools at the institutional level
- Developing the expertise of educational staff
- Providing high quality infrastructure
- Designing an appropriate policy on teaching resources
- Encouraging research and ICT monitoring
The goal of this policy is to encourage schools to integrate ICT into classroom practice by providing information and campaigns to raise awareness, in-service training, infrastructure development, and project funding. While these ICT initiatives do not target mathematics or science specifically, schools are urged to use ICT in ways appropriate to the different subject domains. For example, students may use the Internet to search for information to increase their comprehension or use software that provides remedial instruction.
Accommodation Policies for Instruction and Testing
In 2008, a new legal framework was developed regulating accommodation policies for students with disabilities in mainstream education. The framework ensures students with disabilities have access to reasonable accommodations in mainstream education (e.g., laptops in class, calculators, longer test times). For information on the regulation and implementation of accommodation policies, see Monitoring Student Progress in Mathematics and Science.