University of Pretoria, South Africa
Utilising career construction counselling to motivate and bolster
achievement in Mathematics in a rapidly changing and unpredictable world
Introduction
Even in the 21st century, many parents, learners and researchers still seem to regard ‘scores’ (e.g. aptitude or intelligence scores) as the most important predictor of success in life. This is wrong. Aptitude or intelligence figures are not immutable, and achievement in any test (scholastic or psychological) is influenced by multiple contextual factors. If the context changes, such achievement will probably also change. Moreover, a combination of many factors explains the great variance in life success. Cognitive intelligence is only one aspect of intelligence. Teaching and learning in Mathematics are optimised when it addresses the cognitive, affective, ‘physical’, and conative sides of students in an integrated manner. Students in their totality (not only his or her brain) should be involved in teaching and learning in Mathematics. The theory and practice of career counselling currently focus on subjective aspects of people’s personality set-up (stories) in addition to ‘objective’ aspects (scores) to enable them to construct themselves adequately. It is thus perfectly aligned with the perspective outlined above.
Aim
A rationale will first be built for drawing on the theory of career construction counselling to facilitate the use of an integrated, qualitative+quantitative approach to teaching and learning in Mathematics. The practical implementation of the approach will subsequently be demonstrated.
Practical application
Participants will be introduced to essential characteristics of the narrative career counselling approach: respect for every student, basic knowledge of the meaning and (where applicable) predictive value of ‘scores’ (including school marks/ grades), personal traits (e.g. interest, personality, aptitude and intelligence) and ‘stories’ (the multiple micro-factors that influence achievement and success in life); basic understanding of the skill needed to motivate and inspire students; the value of reflection and reflexivity; and understanding of the need to address diversity in classrooms.
Actualising these vital elements in Mathematics classrooms should enable students to not only perform better at school – they should also become equipped to leave school more ready and with the necessary resources to deal with the challenges posed by tertiary training and by life at large.