Teaching math: Positive perspectives and reinforced high school support

The Mathematics Plan, implemented in elementary in 2018 and now expanded to middle school, is supplemented by high school reform and the creation of general education in the specialty of mathematics, revised and strengthened, as well as a common principal that 3-hour technology math course, has already begun to bear fruit.
A report from the General Inspectorate of National Education (IGESR), published this week, shows that these measures allow high school students, with a variety of mathematics courses, to choose the course tailored to their orientation desired. For their part, higher education now has the potential to welcome students with different math profiles, more in line with their expectations.

Implement personal support for 2nd year students

At the beginning of the 2nd year, a placement test assesses students ’level of mathematics in four key areas: organization and data management; numbers and calculations; geometry; literal calculation.

This skill assessment makes it possible to set up personal support for those who need to improve. 54 hours of personal support is integrated into the students ’schedule. They are part of many support systems put in place to help students deepen their knowledge and support them in their orientation project and, thus, succeed in high school.

After a two-year health crisis, this help has been strengthened via the device “I succeeded in high school”, representing 1,500 full-time equivalents in public high schools. This system should especially allow everyone who needs it benefit from extra time each week, especially in mathuntil the end of the school year.

To help teachers with this support, positioning tools are available online on the Éduscol website for 2nd and 3rd year students. New resources are also available for Eduscol school leaders and coaches.

Encourage learning math from an early age

For five years, math has been at the center of educational priorities, from kindergarten to high school. Guides and resources are made available to teachers to support them in teaching numbers, calculating and problem solving in first grade and middle school.

These guides, for the teacher, offer teaching methods and learning sequences for the class throughout the year. A guide to solving mid-course problems was published today and supports this collection.

These various actions are part of the dynamics of the Mathematics Plan, launched in 2018, drawing lessons from the “21 measures report for teaching mathematics” by Cédric Villani and Charles Torossian. In the 1st degree, this translates into a profound change in the continuing education of school teachers. From now on, there is a mathematical referent in each constitution to support them in two ways:

  • Intensive 5-day group training: a team of 6 to 8 school teachers, assembling “constellation” work on a chosen work theme;
  • Individual or group training of 6 hours.

In the 2nd degree, this Plan allows for the long -term construction of 300 mathematics laboratories in high schools and colleges, areas of long -term training, between peers and as close as possible to the field. Laboratories are structured around teacher-researcher interventions organized according to the needs of teachers. Since 2018, nearly 150 laboratories have been developed in colleges.

To find out more about the Math Plan : https://www.education.gouv.fr/relever-le-nivel-en-mathematique-de-la-maternelle-la-terminale-324680

After high school reform

The teaching of mathematics in general education in some numbers

  • In 2021-2022 more than 60% of total terminale students will take mathematics courses, either in specialist mathematics or in complementary mathematics.
  • 49,000 students at Terminale S chose the mathematics specialty in 2019-2020: 52,000 in 2020-2021 chose the mathematics specialty and the mathematics expert option after the reform.
  • Prior to the reform, students at Terminale S who chose the math specialty followed 8 hours of math per week; after the reform, students taking the math specialty and the math expert option followed a 9 -hour math terminal.
  • Math specialty and expert math option programs (after the reform) are more in demand than Terminale S with a math specialty (before the reform).
  • There will be 17,000 women pursuing the math specialty along with the math expert option in 2020-2021; for the record, in 2015, they were 15,500 in TS to pursue a specialty in mathematics.
  • In 2021, the proportion of women in the mathematics specialty in 1ère will be 48.1% and in Terminale 39.8% (i.e. almost 56,000).
  • In 2021, the share of women in terminal mathematics options will be as follows: 62.6% in complementary mathematics (i.e. 40,500); and: 31.4% of expert mathematicians (i.e. 17,000).
  • 45.8% of women in the last year were taught mathematics, i.e. 96,500.

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