No Solution to Crime without a Solution to Education

I have been tremendously blessed to have had some incredible math teachers. In 1996, I took a class in Applied Econometrics with Professor Al Francis at University of the West Indies, Mona. This was the first time I realized that mathematics and statistics would be useful in the real world. The way I had been taught before was always fun because I loved puzzles, but I never connected the subjects to something that would benefit society.

In that class, I wrote a paper looking at the correlation between the crime rate in Jamaica and the pass rates at the Ordinary level or high school leaving exams in Jamaica. As expected, there was what we call in statistics a negative correlation.  When pass rates went up, crime rates went down; when pass rates went down, crime rates went up. Crime rates and exam pass rates went in opposite directions. 

21 years and a Ph.D. later, I am under no illusions that any analysis done as an undergraduate is a definitive study on the matter. Yet, there are logical reasons to believe that low educational achievement of most of our school leavers and their inability to get decent paying jobs, will make crime a very attractive option from a financial perspective.

It is therefore always disappointing to hear discussions in Jamaica about the need to solve the crime problem that omit any discussion about the need to fix the education problem. I do not see any realistic solution to Jamaica's crime problem without efforts to find a solution to Jamaica's education challenges.

However, the opposite is also true. I see a linear pathway from educating students for in-demand skills based on math for virtual export. If Jamaica can educate students so they learn math at a deep level, there are opportunities for Jamaica as a country to carve out a niche market in math-based services and sell them on-line. This opportunity will not be with us forever. The time to commit the needed resources to solve this problem is NOW!

Dr. Linda Bailey-McWeeney is the Executive Director of Reggae Math Foundation, an economist, and an educator. She has been an Assistant Professor at Baruch College, City University of New York and an Adjunct Assistant Professor of Economics at College of Staten Island, City University of New York, and Wagner College. She has a Ph.D. in Economics from Michigan State University.

Haven't math videos been done? Yes, but ...

The number one question I get when I tell people we want to film videos of amazing math teachers whose students have gone on to do well in life in math-based careers is: Aren't there already videos online? I used to say "Well yes, ..." then I would passionately give my experiences, some negative, having tried to use some of the free online video resources with my students and realizing that for some students, these videos were doing more harm than good. 

Don't get me wrong, there are lots of math resources online and they are helping lots of people. However, there's a but. The products that currently exist, for one reason or another, do not work for all kids. We can certainly do better for these children and their parents than tell them to go figure it out via Youtube. We can actually give them the choice to see the same teachers that students who are doing well see.

Reggae Math Foundation aims to find the amazing teachers who inspire their students to learn and love math and share what they are doing in their ACTUAL classes with the world. We are not making up a new product. We are sharing a product that is already working for many students, inspiring them to feel relaxed and confident with math. We believe sharing these teachers, who love math and teaching, will help students, parent, and other teachers and we believe it should be provided free to anyone who has the desire to learn math.

We need your help to do that!

#OneLoveOneMath

Dr. Linda Bailey-McWeeney is the Executive Director of Reggae Math Foundation, an economist, and an educator. She has been an Assistant Professor at Baruch College, City University of New York and an Adjunct Assistant Professor of Economics at College of Staten Island, City University of New York, and Wagner College. She has a Ph.D. in Economics from Michigan State University.

If we help one student learn math, this is all worth it

In 1996, I briefly taught Math at an all boys' high school in Jamaica.  I was the third math teacher students were having that year. The Vice Principal who introduced me joked that if I left they would have no math teacher for the rest of the year.  I met some wonderful young men that year, but one 9th grader stood out. He was the smartest student in the class and he also generously helped other students. I thought he would go on to great things, kind of like the Jamaican version of Elon Musk.

Two years after I left to pursue my Masters at University of the West Indies, I ran into a Math teacher from the school. I smiled as I asked about the student, who was now in grade 11. To my shock, she said that this particular student didn’t do anything at all. It is an understatement to say I was shocked and confused. How could THIS happen to THIS kid? He was, in my view, not only hardworking but also tremendously gifted. I went to see the student to ask what had happened. He said that he tried very hard to understand math in grade 10, but didn’t understand it, so by grade 11 he had given up. Like this student, there are many, many, very bright students who, for one reason or another, are not learning math in their classrooms. The teacher may be reaching other students, but one teacher and teaching style may not be received well by all students. Students who are not being reached need alternate supports.

Some families pay for tutors or extra lessons in this situation, but not all families can afford to do that. Though there are free resources on the internet, they are simply not working for every child and many students sit in school with no effective options.

Reggae Math Foundation would like to give these students different options. There are currently great teachers sharing their love of math all over the world. They teach with a chill and relaxed vibe and they pass this love and relaxed interaction with math onto their students. I believe that had my former student had an option, such as the ability to view not one, but several teachers, he would have seen someone who worked for him.

Reggae Math Foundation is crowdfunding to pay for the filming and production costs for a set of videos. These costs include paying for videographers, editors, and more. If we raise more than the goal, we will be able to film more classes and more teachers. Videos will be placed in an online library at reggaemath.org that is freely accessible to the public.

Reggae Math teachers are those of whom students say “They are the reason I understand math or they are the reason I got a math degree” and things of that nature. Every child deserves to see great teachers. Please sign up for our mailing list to support our campaign by learning about and sharing our activities with anyone who is interested in education and economic development for underserved communities.

#OneLoveOneMath

Dr. Linda Bailey-McWeeney is the Executive Director of Reggae Math Foundation, an economist, and an educator. She has been an Assistant Professor at Baruch College, City University of New York and an Adjunct Assistant Professor of Economics at College of Staten Island, City University of New York, and Wagner College. She has a Ph.D. in Economics from Michigan State University.

A problem and an opportunity

I became an economist because I wanted to understand the causes of poverty and to help figure out what we could do about it. Growing up in Jamaica, I saw people who worked hard continue to live in extreme poverty. How is this possible?

As an economist, I learned about something called the marginal product. For workers, this is basically asking how much extra stuff they can make by working another hour, for example. What an employer is willing to pay their worker is NOT solely based on the marginal product or how hard you work. It is also based on the value of the thing the worker is producing. By value, I mean what what people pay for the product. An artist can paint many pictures and not make a lot of money, whereas a different artist can paint one picture and sell it for a far greater sum. To escape poverty, people need to work hard at doing something valuable.

The value of a product or service in a market economy is based on what economists call Supply and Demand. When the amount people want to buy is more than the amount people want to sell, the value of the product or service increases. In the Americas, the demand for people with math-based skills exceeds the supply of such people. In particular, a shortage of fully-qualified math teachers in the United States has led to significant recruitment from Jamaica's education system. With the declining trend in teaching majors in the US, Jamaica can expect the attrition of its own math teachers to worsen in the coming years.

This problem presents people who are living in poverty with a tremendous opportunity. With expected Demand exceeding expected Supply, wages of math teachers (and other math-based professions) should increase in the US. The Reggae Math Foundation team believes that many Jamaican children who are not learning math now are VERY capable of learning if given the correct support. Even better, learning math will give these students a chance to pursue careers highly valued by society values, fueling opportunity to move out of extreme poverty.

There is a second opportunity here. It is for people, who want to help address issues such as poverty, crime, to support education. By supporting education, we create more people who can help solve the world's problems, and therefore ultimately, we help ourselves.

Dr. Linda Bailey-McWeeney is the Executive Director of Reggae Math Foundation, an economist, and an educator. She has been an Assistant Professor at Baruch College, City University of New York and an Adjunct Assistant Professor of Economics at College of Staten Island, City University of New York, and Wagner College. She has a Ph.D. in Economics from Michigan State University.

Every Society Needs Math Education

Mr. Kippy Chin teaching math

I have met many people who have succeeded in life without learning higher level math. While it is true that many people with other talents and skills can do well in life without math, a society cannot reach high levels of economic prosperity without people who understand math.

Any country that does not invest in math education of its own citizens today, will eventually be paying the citizens of other countries to do the work that math requires.

Dr. Linda Bailey-McWeeney is the Executive Director of Reggae Math Foundation, an economist, and an educator. She has been an Assistant Professor at Baruch College, City University of New York and an Adjunct Assistant Professor of Economics at College of Staten Island, City University of New York, and Wagner College. She has a Ph.D. in Economics from Michigan State University.

Every Child Can Learn . . . Every Child Must Learn . . . Mathematics!

Mathematics is both the study of patterns and relationships that exist in the world around us, and the language used to describe those patterns.  It is important that we speak it with some fluency.  Yet, the average Jamaican holds the firm belief that Mathematics is only for “bright” people.  Many a parent has comforted an underperforming child with the phrase “Neva mine. . . mi did fail maths to”.  

It is time to break the cycle!  It is time to remove the negative stigma unfairly attached to mathematics, instilling fear in the hearts of Jamaican children from Negril to Morant Point. “But how exactly do we do that?”, you may well ask.  There is no easy answer to that question, no magic bullet.  Educators wrestle with it in classrooms across the world.  One thing is clear. It will take hard work and radical change to the way mathematics is taught and learned.  

I have identified three key challenges related to the teaching and learning of mathematics in Jamaican classrooms.  The first of these was mentioned in my introduction:

1. Children are indoctrinated with a mindset of “I can’t do Math”.
2. Children’s experience of mathematics is far removed from the pattern-based meaning-making that ought to characterize the subject.  Rather, tasks are routinized into meaningless algorithms which children are expected to memorize and apply without knowing why.  
3. Many primary and high school mathematics teachers struggle with the subject themselves. 

In response to these challenges I recommend 4 initial strategies:

1. Re-vamp the way mathematics education is attended to in teacher preparation programs for educators from pre-kindergarten to grade 6.
2. Design and implement effective professional development programmes for novice and veteran mathematics teachers. (Hint: this does not involve one-day workshops once per year, but is instead sustained, coherent and content focused, and features active, collaborative learning.
3. Implement instructional coaching by competent peers. 
4. Make meaningful mathematics accessible to children through video and other platforms.

More on these strategies in future postings.

In the meantime what can you do?  Intentionally reframe your narrative about mathematics.  Hold back from denigrating the subject.  Instead, in the interest of promoting mathematics success for the island’s children, smash math myths that deny access to any child because (as I said when I started), every child can learn mathematics and every child must!

Margaret Campbell is an Advisory Board member of Reggae Math Foundation, the Principal of St. George's College, an all-boys' high school in Jamaica, Hubert Humphrey Fellow (Fulbright Fellowship), and a member of the National Mathematics Advisory Committee, Jamaica.

Reggae Math Foundation begins filming!

Kippy Chin teaching partial fractions at Campion.

Kippy Chin is a legendary math teacher, who taught at Campion College, one of the top high schools in Jamaica for several decades along with his wife Jean Chin. Mr Chin came out of retirement to continue his service as an educator. We thank Mr. Chin for his years of service and his willingness to share his joy of math with the world.