Strengthening Mathematics Education in Sri Lanka - World Bank ...

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Strengthening Mathematics Education in Sri Lanka July 2011

Report No. 43

South Asia Human Development Sector

64526

Report No 43

South Asia: Human Development Unit

STRENGTHENING MATHEMATICS EDUCATION IN SRI LANKA

July 2011

Discussion Paper Series

Discussion Papers are published to communicate the results of the World Bank's work to the development community with the least possible delay. The typescript manuscript of this paper therefore has not been prepared in accordance with the procedures appropriate to the formally edited texts. Some sources cited in the paper may be informal documents that are not readily available.

The findings, interpretations, and conclusions expressed herein do not necessarily reflect the views of the International Bank for Reconstruction and Development / The World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the government they represent.

The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of the World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.

Table of Contents

Acknowledgements.....................................................................................................................- 1 List of acronyms .........................................................................................................................- 2 Introduction.................................................................................................................................- 9 Section one: learning achievements in mathematics ................................................................- 10 Section two: the national education policy And curriculum reforms .......................................- 26 Section three: mathematics standards .......................................................................................- 28 Section four: mathematics curriculum and teaching strategy...................................................- 30 Section five: pathways to the future..........................................................................................- 39 References.................................................................................................................................- 44 -

Tables

Table 1: Comparison of the NCTM standards and Sri Lankan standards ................................- 28 Table 2: Primary Content Standards ? A Comparison..............................................................- 30 Table 3: Performance in mathematics at the GCE O/L examination........................................- 34 Table 4: Percentage of problems on each strand contained in the GCE O/L mathematics paper ...................................................................................................................................................- 36 Table 5: Performance of school candidates in combined mathematics at the GCE A/L..........- 37 -

Figures

Figure 1: The time trend of learning outcomes of grade 8 students for mathematics, .............- 11 Figure 2: The achievement levels in learning outcomes of the urban and rural sectors, grade 8,

mathematics, 2005-2008 ............................................................................................- 12 Figure 3: The achievement levels in learning outcomes by School Type, ...............................- 13 Figure 4: The learning outcomes by Sub-skills, grade 8, mathematics, 2005-2008.................- 14 Figure 5: Performance of school candidates at the GCE O/L examination 2002 ? 2009.........- 15 Figure 6: Performance of students in mathematics at the GCE O/L examination....................- 17 Figure 7: Performance of students in mathematics at the GCE O/L.........................................- 18 -

Figure 8: Comparison of student performance in mathematics at the GCE O/L examination in 2009 at National and Provincial schools....................................................................- 19 -

Figure 9: The zones with the lowest performance in mathematics at the GCE O/L examination ...................................................................................................................................................- 21 Figure 10: Pass rate in Combined Mathematics at the GCE A/L, 2004 ? 2009 .......................- 22 Figure 11: Provincial performance at the GCE A/L examination, Physical Science ...............- 23 Figure 12: Performance at the GCE A/L examination, Physical Science, by District, 2009....- 24 Figure 13: Provincial share of students, Physical Science, 2009..............................................- 25 Figure 14: Performance of O/L Mathematics Teachers............................................................- 33 -

Authors

Harsha Aturupane (Lead Education Specialist, the World Bank), Visaka Dissanayake (Consultant),

Romaine Jayewardene (University of Colombo), Mari Shojo (Education Specialist, the World Bank),

and Upul Sonnadara(University of Colombo),

Team Support

Anita Fernando and Alejandro Welch

Acknowledgements

The authors acknowledge with sincere gratitude the assistance of several World Bank colleagues and Sri Lankan counterparts in the preparation of this study report. In particular, Amit Dar (Education Sector Manager, The World Bank), Michal Rutkowski (Sector Director, Human Development), Diaretou Gaye (Country Director for Sri Lanka and the Maldives), Mr. S.U. Wijeratne, Additional Secretary, Planning and Performance Review, Ministry of Education, Ms. Madura Wehella (Director, Policy and Planning, Ministry of Education), Dr. Jayantha Balasuriya (Deputy Director, Policy and Planning, Ministry of Education), Mr. H.W. Wijedasa (Director, Mathematics, Ministry of Education), Ms. Gayathri Abeygunesekera (Commissioner, Department of Examinations), Ms. Priyanthi Samaraweera, (Assistant Commissioner, Education and Publications Department), Dr. Jayanthi Gunasekera (Assistant Director-General, National Institute of Education), Mr. Lal Wijesinghe (Assistant Director-General, National Institute of Education), Mrs. Janaki Wijesekera (Director, Mathematics, National Institute of Education), members of the technical support unit of the Finance Commission who organized and supported field visits, the Provincial Education Authorities, Zonal Education Authorities and Principals and teachers of provincial schools who shared their ideas at various stages of the study. The authors also wish to thank the Provincial, Zonal and Divisional Education Authorities and Principals and Mathematics Teachers in schools for their participation in discussions on Science Education and for sharing their ideas, and the National Education Research and Evaluation Centre (NEREC) of the University of Colombo for making available National Assessment results. The study was financed by the World Bank and the Education Program Development Fund (EPDF) of the Education for All: Fast Track Initiative. This financing is acknowledged with gratitude.

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DOE EPD GCE O/L GCE A/L ICT ISA MOE NCOE NCTM NEC NEREC NIE PISA SLAAED SLAAS TIM TIMSS

List of acronyms

Department of Examinations Education Publications Department General Certificate of Education, Ordinary Level General Certificate of Education, Advanced Level Information and Communication Technologies In-service advisor Ministry of Education National Colleges of Education National Council of Teachers of Mathematics National Education Commission National Education Research and Evaluation Centre National Institute of Education Program of International Student Assessment Sri Lanka Association for the Advancement of Education Sri Lanka Association for the Advancement of Science Teacher's Instructional Manual Trends in Mathematics and Science Study

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