ADDRESSING SIGNIFICANT LEARNING LOSS IN MATHEMATICS IN COVID-19 AND BEYOND

PHOEBELYN Y. PASION

Time changes how we think about teaching mathematics, even though many teachers know it is only magical thinking. We can experiment with novel approaches to meet every student where they are and help them achieve proficiency. According to the convergence of several other forces, including the widespread recognition of learning loss and its unequal effects, the infusion of educational technology brought on by the pandemic, the necessity of addressing students' social and emotional development, and parents' worries that their children will not get back on track.

Tailored acceleration or personalized learning strategies that thoughtfully teach the least learned competencies to the students and bridge the gap is crucial for one or more academic years.

The essential learning gaps will address effectively and comprehensively. Due of poor comprehension of essential skills from primary grades, many pupils worked below grade level even before COVID19. Understanding the extent and variances of mathematics learning loss is essential to ensuring that all students can achieve college and job readiness. The mathematics standards for each grade level built only a small portion of previous knowledge. For instance, only some fifth-grade skills are necessary to be proficient at sixth-grade work. Although specific grade-level skills need a basic understanding of pertinent pre-grade gaps, others demand a more in-depth comprehension.

Since technology now makes it possible to diagnose each student's strengths and weaknesses and the least learned competency gaps, it can assign the most effective lessons and activities at the right time. Group and regroup students for collaborative learning and continuously assess for mastery. Schools can now customize math instruction the ways they could not before. These are necessary elements of customized acceleration. However, although technology aids learning, teachers focus on allowing students to master unique skills simultaneously.

High-quality individualized acceleration combines traditional lecture with more modern approaches to education, such as collaborative group work and one-on-one tutoring.

Educators cannot cover the grade-level curriculum and close the pre-grade learning gap without either a substantial increase in instructional time or a multi-year approach.

Even with targeted acceleration, a large number of students still need to spend one year catching up to their grade level in mathematics. So long as they know enough to focus on the basics they haven't mastered yet and have the wherewithal to do so, of course. Along the way, there are quantifiable benchmarks for mastery to keep standards high and ensure responsibility.

A multi-year approach gives students with significant learning loss a better chance of achieving proficiency.

Schools will need the support and ingenuity of administrators and stakeholders to address math learning loss so students can succeeded particularly for testing and accountability regulation, as well as the acquisition of instructional resources.

The pandemic's tragedy offers schools a once-in-a-century chance to reconsider the core principles of age-graded learning. We must not waste this opportunity.

-oOoTHE AUTHOR IS TEACHER I AT TEACHER I AT MINALUNGAO ELEMENTARY SCHOOL