Majority of Serving Mathematics Teachers in India, UAE may be themselves lacking in basics: Ei research

A two and a half year-long study conducted by Ei, an education technology company, sheds light on the substantial misconceptions held by in-service Maths teachers regarding primary and middle-grade concepts. Alarmingly, up to 58% of teachers demonstrated misconceptions in some areas, a figure mirroring the misconception rates among middle-grade students. Also, about 75% of teachers could not correctly answer 50% of the questions posed in the assessment, indicating a critical gap in their understanding of the subject matter they are expected to teach.

Methodology:

The study, titled “Analysis of In-Service Mathematics Teachers’ Subject Knowledge and Misconceptions on Primary and Middle Grade Mathematics Concepts,” delves into the mathematical subject knowledge of 1,357 teachers across 152 schools in India, UAE, Oman, and Saudi Arabia. As a part of the study, these teachers undertook the TIPS (Teacher Impact Programmes) – Math Subject Knowledge – Level 1 assessment, which not only measures teachers’ subject and pedagogical knowledge, but also shares detailed reports with the test-takers and school principals. Among those who took the assessment, 80% of the teachers were from India, 18% from UAE and 1% each from Oman and Saudi Arabia.

Key Findings:

The study by Ei unveils critical insights into the mathematical misconceptions harboured by in-service teachers, revealing a concerning lack of proficiency in the very subjects they are tasked with teaching. According to the study, 75% of teachers struggled to answer 50% of the questions correctly and a mere 25% could accurately answer only 25% questions asked. A staggering 80% faltered on concepts such as ratio, proportional reasoning, algebraic reasoning, estimation, and logical reasoning – skills crucial for real-life problem-solving. While 73.3% of the teachers answered grade 4 questions correctly, only 36.7% could answer the  questions based on grade 7 topics. This parallel between teacher and student misconceptions is particularly alarming, suggesting a cyclical challenge in mathematical education where errors may be perpetuated through generations of learners. Key topics where misconceptions were rampant include:

1. Decimal Comparison: A considerable proportion of teachers (36.3%) demonstrated a misunderstanding in ordering decimals, incorrectly comparing the decimal part of numbers as whole numbers, which showcases a fundamental misconception in understanding place value and the properties of decimals. Around 60% of the students have a similar misconception, revealed by Ei’s student data collected on the same question.
2. Understanding of Perimeters: Misunderstandings were also found in geometric concepts, where 32.9% of teachers erroneously believed that the perimeter of a shape formed by joining parts is simply the sum of the perimeters of those parts, indicating a lack of understanding in basic geometric properties.
3. Probability: Misconceptions surrounding probability were notable, with 16.4% and 25.9% of teachers incorrectly asserting that the probability of an event cannot be a fraction or a decimal, or erroneously stating that it cannot be 0 or 1. This reflects a significant gap in understanding fundamental concepts of probability, which are crucial for a comprehensive math education.
4. Ratio and Proportional Reasoning: A startling 58.9% of teachers incorrectly believed that the ratio a:b changes to a+k:b+k when ‘k’ is added to both quantities, a fundamental misunderstanding of ratio concepts that could severely impact teaching quality in subjects requiring proportional reasoning.

Nishchal Shukla, Vice President, Content Development and Pedagogical Research said, “The implications of these misconceptions are far-reaching. Misconceptions among school teachers not only hinder students’ ability to grasp fundamental concepts, but also underscore a systemic issue within the education landscape. As the Indian National Educational Policy 2020 advocates for a shift towards competency-based assessments and holistic development, it raises pertinent questions about the preparedness of educators to meet these evolving standards.”

Sridhar Rajagopalan, Co-founder and Chief Learning Officer (CLO) of Ei said, “This study serves as a wakeup call for our education system, which has long prioritized rote learning, leading to deep-rooted academic misconceptions passed down through generations of learners. India’s low ranking of 72 out of 73 countries in the PISA assessment underscores the prevalence of rote memorization in classrooms and the widening gap in conceptual understanding caused by familiar textbook-style questions. The skills students acquire are heavily influenced by the types of questions they encounter, with rote learning undermining critical and creative thinking. While the NEP 2020 represents a positive policy step, schools and teachers must now take responsibility for upskilling and breaking this cycle. The evolving demands of the modern world necessitate an education that fosters critical thinking and innovation, requiring educators to lead by example with the necessary skills.”