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Computer–Based Maths for Policymakers

Most policymakers around the world agree: maths education in their region isn't sufficiently matching real-world needs.

Often the problem is assumed to be poor delivery of the learning. Almost all the effort goes on better teacher training or computer–assisted learning, such as gamification of today's subject. While these improvements are important, they are not the nub of the problem. The subject matter is.

Some regions have looked at that too. They say they've recognised the need for maths to be problem-centric or inquiry based, not led just by the toolset first. But usually all the same, hand calculating still needs to be learned, stripping time, energy and, critically, reality from the problems attempted.

Only CBM is delivering curricula rethought from the ground up with computer calculations at the heart of the subject—not just its delivery. That means conceptually more challenging problems that meet real-world needs head-on. It means the potential for your country to make a sea change in STEM education.

CBM is unique not only in its innovative approach but also in its association with Wolfram, the maths company, giving it the depth and breadth of nearly 30 years of innovations and user experiences worldwide to draw upon, as well as the connected technologies that Wolfram produces. Read more. »


Comparing CBM and traditional maths time allocation in the curriculum

CBM focuses time on the key steps of real–world problem solving,
CBM LESSON 

not largely redundant hand calculating.
TRADITIONAL 


Key current concerns versus CBM solution

Top concerns of policymakers: CBM solutions:

International comparisons show that our students are not performing as well as other similar students.

PISA is changing. For 2015, the framework for mathematics states: "The construct of mathematical literacy, as defined for PISA, strongly emphasises the need to develop students' capacity to use mathematics in context, and it is important that they have rich experiences in their mathematics classrooms to accomplish this."

The modeling cycle suggested by PISA fits well with the CBM Solution Helix of Maths, hence CBM students will be well prepared for future PISA–style assessments.

The world is changing, and students need a curriculum that is relevant.

The CBM curriculum is designed with outcomes geared towards today's learners for tomorrow's skills. With computers as a default, as they are in business and everyday life, the curriculum can be redistributed and concentrated on the concepts that matter and not the skills that will be redundant.

Can CBM be delivered in today's schools?

Estonian schools are delivering CBM. We have deployment solutions for locally installed materials that can be transferred between home and school. We are developing deployment solutions that utilise the flexibility of the cloud to avoid installation and accessibility issues.


Let's discuss how we can work together.


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