# Malta: new “Learning Outcomes Framework”

Malta published the new Learning Outcomes Framework for school mathematics

http://www.schoolslearningoutcomes.edu.mt/en/subjects/mathematics

In my opinion, it is representative of current trends in mathematics education around the world and deserves a wider open discussion.

A random bit from Level 5:

COGNITIVE LEARNING
31. I can use equivalent fractions to discuss issues of equality e.g. gender.

I believe in power of mathematics and I am convinced  that comparing numbers (for example, salary)  reveals a lot about gender inequality (and other, frequently hidden,  inequalities in the world — just recall the Oxaca Decomposition and its role in fight against discrimination of any kind). But equivalent fractions? 1/2 = 2/4 = 3/6? How are they related to gender issues?

I am a teacher of mathematics; when I hear a strange statement from my student, my first duty is to try to analyse my student’s way of thinking.

I found that the  “Learning Outcomes Framework” triggers in me the same Pavlovian reflex of trying to figure what the authors of the “Framework” have meant.   In this particular case, I cannot come up with anything better than a conjecture that perhaps the authors of  “Learning Outcomes Framework” associate the words “equivalent” and “equality” a bit too closely. Every teacher of mathematics  knows that mixing similary sounding terms is one of more common stumbling blocks for weaker students. The standard pedagogical remedy is to help the student to separate the concepts by asking him/her a splitting (or separating) question, for example

Equivalent fractions are also known under the name “similar fractions”. Why does the learning outcome

31. I can use similar fractions to discuss issues of equality e.g. gender.

appear to be less coherent and less convincing?

My main concern about “Learning Outcomes Framework” is that an official governmental document of a souverign nation of proud historic past has to be analysed using didactical tools (such as “separating questions”) reserved for work with struggling students.

Malta is a small country, and contributions to the debate from mathematics education experts from around the world might happen to be useful to our Maltesean colleagues. Please post your comments here.

Alexandre Borovik