{"id":1418,"date":"2024-12-14T11:13:43","date_gmt":"2024-12-14T16:13:43","guid":{"rendered":"https:\/\/nonpartisaneducation.org\/blog1\/?p=1418"},"modified":"2024-12-14T11:18:48","modified_gmt":"2024-12-14T16:18:48","slug":"new-article-fact-checking-research-claims-about-math-education-in-manitoba","status":"publish","type":"post","link":"https:\/\/nonpartisaneducation.org\/blog1\/2024\/12\/new-article-fact-checking-research-claims-about-math-education-in-manitoba\/","title":{"rendered":"New article: Fact-checking Research Claims about Math Education in Manitoba"},"content":{"rendered":"\n<p><a href=\"https:\/\/nonpartisaneducation.org\/Review\/Resources\/Fact-checking_research_claims_about_math_education_in_Manitoba.pdf\">https:\/\/nonpartisaneducation.org\/Review\/Resources\/Fact-checking_research_claims_about_math_education_in_Manitoba.pdf<\/a><\/p>\n\n\n\n<p><strong>EXECUTIVE SUMMARY<\/strong><\/p>\n\n\n\n<p>In a Winnipeg Free Press article, Mathematics education of Manitoba teachers should be based on research (November 13, 2024), Dr. Martha Koch, an Associate Professor in the Faculty of Education at the University of Manitoba, made several claims about recent amendments to the Teaching Certificates and Qualifications Regulation under The Education Administration Act. These amendments significantly reduced the subject-area expertise required for teacher certification. Koch used the phrase \u201cresearch shows\u201d 15 times in her article. Some key claims put forth in the article include:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>1. \u201cThe recent changes mean that Manitoba\u2019s teacher certification requirements are better aligned with current research in mathematics education.\u201d<\/li>\n\n\n\n<li>2. \u201cNotably, research shows that early and middle years teachers (grades K-8) who have taken more undergraduate university courses in mathematics are not more effective teachers of mathematics. That is, their students do not have better outcomes in mathematics.\u201d<\/li>\n\n\n\n<li>3. \u201cIn fact, some studies have shown that K-8 students actually have lower achievement in mathematics if their teachers have more undergraduate courses in mathematics.\u201d<\/li>\n<\/ul>\n\n\n\n<p>Since Koch\u2019s statements seemed dubious, she was asked to provide supporting evidence. She responded by circulating an eight-page research synopsis referencing 22 articles and books. After reviewing all 22 references, we found that none credibly support the above claims, and some even contradict them.<br><\/p>\n\n\n\n<p>Additionally, Koch made statements about research on \u201cmathematics knowledge for teaching\u201d (MKT) in her Winnipeg Free Press article. The references she provided contain repeated, unambiguous statements emphasizing mathematical subject content knowledge as a necessary component of MKT\u2014an important detail omitted by Koch.<br><\/p>\n\n\n\n<p>The potential consequences of relying on claims that appear to lack evidence are significant, particularly given their possible influence on public policy affecting Manitoba children.<\/p>\n\n\n\n<p><strong>Our main findings<\/strong><\/p>\n\n\n\n<p>1. Faulty premises and conclusions not aligned with evidence<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Koch implied that pre-service K-8 teachers are being required to take standard undergraduate math courses\u2014similar to those designed for physicists, mathematicians, and engineers\u2014even though all Manitoba math departments offer specialized courses tailored for K-8 teachers.<\/li>\n\n\n\n<li>In several cases, Koch appears to draw conclusions that are not supported by the articles.<\/li>\n<\/ul>\n\n\n\n<p>2. Lack of supporting evidence<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Not one article provided by Koch concludes that &#8220;K-8 students achieve lower outcomes when their teachers have more undergraduate math courses.&#8221;<\/li>\n\n\n\n<li>Many of the articles appear to contradict Koch\u2019s claims, have been applied out of context, or are irrelevant to the discussion.<\/li>\n\n\n\n<li>Based on our analysis, the articles do not provide support for the idea that K-8 pre-service teachers should avoid math courses provided by university math departments.<\/li>\n<\/ul>\n\n\n\n<p>3. Serious methodological issues<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Several studies clearly lacked proper design, or reported results that lacked statistical significance, making causal inferences impossible.<\/li>\n<\/ul>\n\n\n\n<p>4. Disregard of contradictory evidence<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Several studies omitted by Koch indicate a positive correlation between math content courses<\/li>\n\n\n\n<li>Several of the articles Koch cited emphasize the need for stronger math content preparation for prospective teachers. One even referred to a recommendation for a minimum of six credit hours in math as an admission requirement for K-8 pre-service teachers\u2014contradicting Koch\u2019s conclusions.<\/li>\n<\/ul>\n\n\n\n<p>5. Impact of misinformation<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>In the Manitoba Legislative Assembly on November 22, 2024, Tracy Schmidt, the Acting Minister of Education and Early Childhood Learning, stated that the amendments to The Education Administration Act \u201cwere based on research on math education, not on opinion.\u201d This raises concerns about the role of Koch\u2019s claims in shaping these policy changes, particularly given concerns about the lack of supporting evidence.<\/li>\n<\/ul>\n\n\n\n<p><strong>Conclusions and recommendations<\/strong><\/p>\n\n\n\n<p>Our detailed review discusses each of the cited papers, demonstrating that none appear to substantiate Koch\u2019s claims.<\/p>\n\n\n\n<p>Given the serious implications of Koch\u2019s statements, and their potential impact on public policy, we make the following recommendations:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>1) Retraction: Dr. Martha Koch should retract her Winnipeg Free Press article, as it gives readers the misleading impression that her claims are supported by research.<\/li>\n\n\n\n<li>2) Policy Caution: The Manitoba government should consult more broadly, and exercise greater caution when relying on education research, to inform policy decisions.<\/li>\n<\/ul>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>https:\/\/nonpartisaneducation.org\/Review\/Resources\/Fact-checking_research_claims_about_math_education_in_Manitoba.pdf EXECUTIVE SUMMARY In a Winnipeg Free Press article, Mathematics education of Manitoba teachers should be based on research (November 13, 2024), Dr. Martha Koch, an Associate Professor in the Faculty of Education at the University of Manitoba, made several &hellip; <a href=\"https:\/\/nonpartisaneducation.org\/blog1\/2024\/12\/new-article-fact-checking-research-claims-about-math-education-in-manitoba\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":27,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_s2mail":"yes","footnotes":""},"categories":[210,31,294,181,138,32,282,47,1],"tags":[29,308,306,304,49,100,307,305],"class_list":["post-1418","post","type-post","status-publish","format-standard","hentry","category-curriculum-instruction","category-education-policy-2","category-governance","category-higher-education","category-information-suppression","category-k-12","category-licensure","category-mathematics","category-uncategorized","tag-academic-rigor","tag-course-requirements","tag-education-school","tag-manitoba","tag-math-education","tag-standards","tag-teacher-standards","tag-teacher-training"],"_links":{"self":[{"href":"https:\/\/nonpartisaneducation.org\/blog1\/wp-json\/wp\/v2\/posts\/1418","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/nonpartisaneducation.org\/blog1\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/nonpartisaneducation.org\/blog1\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/nonpartisaneducation.org\/blog1\/wp-json\/wp\/v2\/users\/27"}],"replies":[{"embeddable":true,"href":"https:\/\/nonpartisaneducation.org\/blog1\/wp-json\/wp\/v2\/comments?post=1418"}],"version-history":[{"count":21,"href":"https:\/\/nonpartisaneducation.org\/blog1\/wp-json\/wp\/v2\/posts\/1418\/revisions"}],"predecessor-version":[{"id":1448,"href":"https:\/\/nonpartisaneducation.org\/blog1\/wp-json\/wp\/v2\/posts\/1418\/revisions\/1448"}],"wp:attachment":[{"href":"https:\/\/nonpartisaneducation.org\/blog1\/wp-json\/wp\/v2\/media?parent=1418"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/nonpartisaneducation.org\/blog1\/wp-json\/wp\/v2\/categories?post=1418"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/nonpartisaneducation.org\/blog1\/wp-json\/wp\/v2\/tags?post=1418"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}