Twenty-nine Barbadian secondary school teachers have completed a six-month regional mathematics training programme aimed at tackling persistent weaknesses in the subject and improving classroom practice across the Caribbean.
They joined 55 teachers from Dominica and Grenada to form the second cohort of the Advancing Caribbean Teachers (ACT) in Mathematics Initiative. They were recognised in a closing ceremony held at the Inter-American Development Bank (IDB) headquarters on Thursday.
The acting technical coordinator in the Ministry of Education Transformation’s change management unit, Kim Best, said the programme was designed to equip teachers with stronger instructional skills while fostering regional collaboration.
“The programme aims to strengthen their technical knowledge in the delivery of mathematics within the classroom. It also aims to provide them with practical examples of how students can be engaged in a more dynamic and collaborative way… with the hope that we are able then to improve our students’ outcomes.”
The six-month initiative brought together teachers through professional learning communities where they shared experiences and best practices.
“The programme in itself has provided the opportunity for teachers from Barbados to engage with teachers from Grenada and Dominica… to share best practices and approaches for delivering instruction that is beneficial to students.”
The Barbados cohort focused on first- to third-form secondary school teachers.
Deputy Chief Education Officer Julia Beckles said the initiative comes at a critical time as Barbados continues efforts to improve mathematics education:
“Given our challenges with mathematics in Barbados and the region, this initiative is timely as we seek to enhance the instructional practices of our math teachers… giving them a new set of skills to innovate and bring more exciting approaches to the teaching of mathematics.”
Beckles urged participants to apply what they had learned when they returned to their classrooms.
“Use these new skills that you have learned to assist our students in honing their mathematical abilities, but above all… cultivating a positive attitude towards math. We need the students in our classrooms to aspire to be math teachers, and we need them to love math.”
She also revealed that the Ministry of Education Transformation is preparing to launch a national mathematics programme.
“At the Ministry of Education Transformation, we must also act, and we are putting additional measures in place to improve the teaching and the learning of maths in our schools. One such is our upcoming national mathematics programme… ensuring that we are intentional in securing a firm foundation for our children.”
Education officer for mathematics, Curtis McConney, said investing in teachers is essential to improving student achievement:
“There can’t be successful student outcomes without effective teaching, so we’ve realised that professional development of our teachers is paramount in ensuring that our students do well.”
Teachers were introduced to the Concrete-Pictorial-Abstract (CPA) approach to help rebuild the mathematical foundations of students entering secondary school who have learning gaps, he said.
Representing the international distance-learning organisation, the Commonwealth of Learning, Schontal Moore, an adviser at the Virtual University for Small States of the Commonwealth (VUSSC), congratulated the teachers.
“You believed in the possibility, the vision of re-imagining mathematics teaching to make it more engaging, exciting for your learners and also to challenge low mathematics pass rates within the region,” she said in a recorded address.
She encouraged the graduates to share their new knowledge with colleagues across the region.
“Professional development is not a one-time event. It is a journey shaped by reflection, community, and innovation,” Moore added.
Speaking after receiving her award, Queen’s College teacher Lydia Nurse, who was named the most outstanding participant, said the programme introduced educators to practical strategies that make mathematics more meaningful for students.
Most Outstanding Participants Jordonna LaBorde Herbert and Lydia Nurse. (Photo Credit: Lauryn Escamilla/Barbados TODAY)
“This approach makes mathematics much more relatable and relevant to the students,” she said, referring to the Concrete Pictorial Abstract problem-solving method.
Fellow most outstanding participant Jordanna LaBorde Herbert of Combermere School said the training has already transformed her classroom:
“Implementing these strategies in my classroom significantly increased student engagement and confidence.
“This journey has made me realise that I should not confine students to a single format for writing their solutions or to just one way of thinking.”
(LE)
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