MoE launches National Maths Taskforce to drive long-term results

A national Mathematics taskforce has been established to examine current performance trends across all school levels and craft a comprehensive, sustainable strategy to improve Mathematics performance nationally.
The taskforce, which comprises specialists from every region, recently convened its first meeting at the National Centre for Education and Research Development (NCERD) auditorium in Kingston, Georgetown.
Education Minister Sonia Parag charged educators to devise a plan that strengthens how Mathematics is taught and grasped in schools, recognising that not all Mathematics experts are capable of effectively teaching the subject.
As such, she instructed the task force to look closely at teacher training and professional development, focusing on how to best balance content knowledge with instructional delivery. This means any plan to improve the subject must start at the level of the teacher’s training college – the Cyril Potter College of Education – and address the way teachers themselves are being taught to teach.

“You have teachers who have the knowledge, but they don’t know how to deliver; you have teachers who can deliver, but they don’t have the knowledge. So, we still have to align those things so that you have more teachers who have the knowledge and can also deliver in the classroom,” Parag stated.
Parag also emphasised the need for deeper student comprehension rather than memorisation and test preparation alone. On this note, she stated that true understanding is necessary for learners to navigate complex examination questions.
“We need to rethink whether we’re teaching children to understand Mathematics or teaching them to memorise just to pass an exam. It’s something very serious because if you prepare them to understand Mathematics, then even if a curveball is thrown, it’s not going to throw them off, and that is what we should be aiming for now,” Parag affirmed.
She also encouraged the task force to examine the psychological hurdles that prevent learners from approaching Mathematics with optimism. However, touching on the issue of literacy, she highlighted how this also hinders Mathematics performance.
“For a child to properly answer a Mathematics question, they first have to be able to read it correctly and understand what exactly the question is asking them to do,” Minister Parag said.
Therefore, to support teachers, the Ministry is aligning mathematical readiness with early literacy development, ensuring that children, from as early as nursery school, have the necessary foundational skills to read and comprehend. To this end, Minister Parag has introduced several literacy assessments to ensure that poor performance can be easily detected and remedied with targeted support. Throughout the session, the educators discussed a number of recommendations, including the establishment of a rewards programme, a national Mathematics competition, Mathematics clubs across all schools, the implementation of standard weekly evaluations and the creation of ‘maths walls’ for every classroom to outline formulas and theories.
There were also suggestions for schools to host fun and interactive games that align with topics being covered. She also highlighted the role of parent-teacher associations (PTAs) in creating a supportive bridge between the home and the classroom. This led to a discussion on the need for improved parental support and involvement across all school levels.