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By Derrick Nicholas
The question of poor outcomes in Mathematics across the Caribbean, and what to do in order to improve the results has been discussed many times in the past.
Last year, the Caribbean Examinations Council (CXC) reported that the pass rate for Mathematics was 36 per cent.
While those numbers are considered as unacceptable, Antigua and Barbuda’s pass rate continues to fall below the regional benchmark.
Part of the problem is that students are not reading enough – not just for Mathematics, but all subject areas. It therefore calls into question the students’ ability to read and understand.
This inability to read and seemingly understand what is being asked is a real and present danger.
It is a real and present danger because it means that students are not employing any critical thinking in their work.
Inasmuch as we are focusing on Mathematics, this inability to apply critical thinking extends to other subjects.
Another part of the problem is that quite a number of students are lacking in the knowledge or understanding of foundational skills in Mathematics. It therefore means that they are unable to master more advanced topics.
Even more shocking is the dual problem of (i) the lack of mental math in schools, and (ii) the over reliance on calculators. This over reliance on the calculator is robbing students of the ability to develop their mental capacity to solve problems without the use of a device.
Of course, another result of this lack of mental math and the over reliance on a calculator is the ability to apply any critical thinking to their work. It is this (critical thinking) that Mathematics is meant to foster and develop.
Ironically, with the Ministry of Education ‘sanctioning’ the use of calculators in primary schools, they are inadvertently producing students who cannot think critically or function ordinarily without the aid of a device.
In other words, it has created an unintended consequence.
If there is to be a turnaround in the poor outcomes, urgent and immediate interventions are required.
Those interventions of necessity must include the teachers and students, if they are to be successful.
The question therefore that should be asked “is there an appetite to turn around these poor outcomes in Mathematics?”
The first such intervention must be with the teachers so that their approach to teaching Math can be addressed, and the students so they are taught to understand concepts rather than to memorize them.
It may even require reteaching for some students, who did not learn after the initial instruction.
The intervention must also include the use of real-world connections. These concepts must be taught in a logical way, as some topics are prerequisites for other topics.
Finally, the quality of the teachers who will deliver these lessons must also be addressed.
There are teachers in the ‘system’ who proudly confess that they are only teaching the subject because their principal asked them to do so. No intervention would be complete without the involvement of supportive parents.
Parental involvement must be encouraged both at school, and by the Ministry of Education.
If we adopt and embrace the above measures, we could start to see better results in Mathematics for Antigua and Barbuda.
The time is therefore right to stop playing lip service and do what is right for our students.
If we are to move forward as a nation, we need far better outcomes in Mathematics.
We need to continue to nurture and encourage critical thinking among our students. It is that intangible thing called ‘critical thinking’ that would propel us as a nation.
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Dear Writer,
I respectfully disagree with your stance on banning calculators in schools and during CXC examinations. While I understand the intention behind promoting mental arithmetic and foundational skills, this approach overlooks a critical reality: not every student learns the same way.
In today’s diverse educational landscape, students have different learning styles, paces, and strengths. For many, especially those who struggle with numeracy or have learning difficulties, the calculator is not a shortcut—it is a necessary tool that supports understanding and builds confidence in problem-solving.
Furthermore, the root of underperformance in mathematics often lies not in the use of calculators, but in the quality of instruction. It is no secret that some educators lack the ability or resources to effectively teach the subject. If we want to raise the standard of mathematical competency, we should focus on improving teacher training, updating curriculums, and encouraging critical thinking—rather than taking away tools that aid learning.
In the real world, professionals use technology to work efficiently and accurately. Denying students access to calculators may, in fact, widen the gap between academic learning and real-life application.
Let us not punish students for a system that needs reform. Instead, let’s empower them with the tools and teaching they need to truly succeed.
Sincerely,
A Struggling Math Student
@ Top CXC Student 2025 — You have said absolutely nothing. Calculators make our brains lazy. Furthermore, if you don’t know how to comprehend the math problem, the calculator is of no use.
Using a calculator in math class for everything is like being allowed to use a dictionary and grammar checker in English class, or being able to use a translator in French and Spanish class.
As a teacher, I certainly agree with the author here. There is nothing innately wrong with using a calculator, but introducing it too early in primary school will not help the students. Mental work is what help students more. And being able to break down and understand the problem is what helps (this is where English and reading comes in). Using a calculator should be allowed only after a certain stage when they understand certain basic steps.
What happens if a student can’t find their calculator? Then they crumble, and hat shouldn’t be.
I was helping my 7 year old nephew with some math homework, and he was reaching for a calculator!!! Of course I didn’t allow it, but instead forced him to work it out logically, which he did with some explanation.
We need to teach our students to thrive.
Also, we need to stop the stigma when it comes to math and science as well. Stop telling students it is hard. Don’t underestimate the power of words. When children constantly hear from an early age that math is hard, they’ll approach it as such.
@Top student, you said that not all students learn the same way.
That is true, but then all the students are taking the same exam. If you allow the calculator, then you might as well allow the dictionary in the exam for the language subjects. This of course will not work because students will resort to looking up every word they did not know nor were sure of.
I do agree with you about a problem lying in the type of instruction the student receives. However, I will take this further. Some schools, especially the private ones, hire unqualified teachers. They get to pay them lesser wages and they also hope that the parents would hire tutors for their children. This why a student might be taking nine subjects at CSEC and must take extra classes for at least five of them.
I agree with the author (Mr Nicholas, I saw his name in another media with this same story) that the main problem is literacy. Our students, sad to say, CANNOT READ. The relevance of being able to read does not only hold for English, History, etc, but also for Maths. If they cannot read the problem, how then would they be able to interpret. They also do not want to learn anything by heart, so there go your formulas and your vocabulary. Their defence is why learn these when you can just look it up on your phone.
Children are also not being taught logic. They just spew what they see on the tablet or the fancy phone that they carry with them 24/7. Some of the older ones are just simply using AI to write their projects and essays, etc. they do not have the smarts to even dress up their presentation to look more like their own work.
I will end with their ability to communicate. That has gone through the roof. They sit next to each other and speak to each other via social media on the phones in their hands.
We don’t fix these problems, we will forever have near illiterate children.