Why do some young people have such difficulty learning mathematics? Thomas Rajotte, an educational sciences researcher at the Université du Québec à Rimouski, explored this question in a recent study.
The researcher assessed students’ performance in mathematics using a questionnaire and collected socio-demographic data from their parents. He also interviewed eight teachers, three remedial teachers and three educational advisors.
These interviews revealed that cognitive factors (difficulty memorizing concepts, organizing information in problems or planning tasks) are an important part of the reference framework used to target students considered more at risk.
The study also showed that socio-demographic variables, such as being from a disadvantaged background, have very little bearing on student performance in mathematics. Other characteristics, such as reading ability and gender, are more significant. Teaching- and subject-related variables (lack of time, nature of the concepts and processes to be taught) also play a role.
Despite this, socio-demographic data influence teachers’ perception of students’ potential in mathematics. Socioeconomic status, family support for homework and parents’ level of education are the main factors used by teachers to identify which children are experiencing difficulties and would benefit from interventions tailored to their needs.
However, this approach can condition teachers’ expectations regarding the potential of students and create unconscious bias. This is the Golem effect, whereby low expectations placed on individuals lead to poorer performance. Thomas Rajotte’s research demonstrates the importance of taking this phenomenon into account in teacher training.
Reference:
RAJOTTE, T. and SIMARD, D. (2020). Regard sur l’influence des variables sociodémographiques sur le rendement et sur la perception des enseignants à l’égard des difficultés d’apprentissage en mathématiques. Actes du 51e colloque annuel du Groupe de didactique des mathématiques du Québec. (pp. 208 to 219).