Math Proficiency in Guatemala<\/h4>\n
Measures of math proficiency in Guatemala show that the majority of students do not develop these skills. In 2019, only 22% of 15-year-olds in Guatemala scored above the lowest level on an international math assessment. In other words, 78% of students are not \u201cable to follow a single clearly stated instruction to perform a single step or operation.\u201d<\/p>\n
Research has conclusively demonstrated that effective math teaching improves students\u2019 proficiency. So, we designed a program late in 2019 called the MathMobile. Our plan was to bring highly trained instructional coaches to teachers\u2019 classrooms for practice with their students. The coaches would support teachers as they shifted towards student-centered instruction.<\/p>\n
Then came COVID.<\/p>\n
Pivoting to Virtual<\/h4>\n
With schools closed, we had to scrap our original design. We took another look at our goals for the MathMobile and realized that we could still accomplish them through a virtual delivery. Even better, we could bring together teachers from different parts of the country, since geographic proximity was no longer a requirement.<\/p>\n
The next step was to assess whether teachers were interested in a virtual version of the MathMobile. This data came through two routes: surveys and round table discussions. We invited teachers in Guatemala, who had participated in our past programs, to attend Zoom discussions. Those who weren\u2019t able to participate had the opportunity to complete surveys.<\/p>\n
![\"\"](\"https:\/\/mathkind.org\/wp-content\/uploads\/2021\/05\/MM-NSAC-1-300x188.png\")
These teachers come together from areas of Guatemala outside Sacatap\u00e9quez. F\u00e1tima and Alix are on the top row, right and center, respectively.<\/p><\/div>\n
Needs Assessment<\/h4>\n
When asked about their challenges, priorities, and needs, teachers revealed that they had pursued various creative ways of reaching their students. Depending on their internet connectivity, they were recording videos on YouTube, sending lessons on WhatsApp, or holding Zoom sessions. \u201cHow do we teach in this [pandemic] environment?\u201d was a question that came up frequently. They expressed interest in exploring answers with us but were concerned about making an extensive time commitment.<\/p>\n
Our Guatemala education team, composed of Alix Van Zandt, Director of Programs, and F\u00e1tima Santos, Math Coach, examined the teachers\u2019 input and consulted with Education Advisory Board member Dr. Kristin Johnson. Together they devised a customized program.<\/p>\n
Design Phase<\/h4>\n
So as not to crowd teachers\u2019 packed schedules, sessions occur every other week in circumscribed modules of six. This structure creates flexibility in adapting to the pandemic\u2019s unpredictable surges.<\/p>\n
Another benefit to six-session modules is that they allow a continuous feedback loop to ensure high-quality training. Alix and F\u00e1tima develop each session with support from an expert coach, Dr. Carolina Napp-Avelli, an education professor at the University of Maryland. As teachers let our team know what they find most relevant and impactful, future modules can be improved.<\/p>\n
The design of the MathMobile follows research-based best practices in mathematics education. Our team models student-centered strategies aligned with our Principles for Effective Teaching<\/a>, engaging teachers as co-learners in exploring mathematical concepts. The program\u2019s objective is to recalibrate teachers\u2019 definition of effective teaching from traditional, rote memorization to student-driven collaboration.<\/p>\n
![\"\"](\"https:\/\/mathkind.org\/wp-content\/uploads\/2021\/05\/MM-SAC-1-300x188.png\")