PEMA TSHOMO
Thimphu
In a bid to revolutionize mathematics education in Bhutan, the Ministry of Education and Skills Development (MoESD) has implemented a series of targeted interventions over the past two years aiming to address longstanding challenges associated with the subject.
The initiatives, which include curriculum revisions, teacher training, and the introduction of digital platforms, reflect the ministry’s commitment to improving student performance and reshaping societal perceptions of mathematics. Despite these efforts being in their early stages, officials are optimistic about their potential to foster a new generation of mathematically proficient learners.
Director Tashi Namgyal with the Department of School Education under the Ministry of Education and Skills Development (MoESD) said, “In the Bhutanese scenario math is considered a difficult and challenging subject because it is very abstract. Coupled with societal stereotypes, students already approach it with the mindset that it is hard. To address this, the ministry has reviewed and revised the curriculum starting from the pre-primary level making it more hands-on and relatable.”
The revised curriculum is part of a broader strategy to strengthen foundational math skills among students.
Additionally, MoESD has deployed Science, Technology, Engineering, Arts, and Mathematics (STEAM) teachers to schools where shortages exist.
However, the ministry acknowledged the uneven distribution of expertise among schools as a hurdle to achieving immediate and widespread impact.
“The interventions we have introduced are just two years old,” the director clarified. “Not all expert teachers are in high schools, and the kind of schools we are working in differs significantly. Some are higher-level schools, while others are at the primary level. We send STEAM teachers where there is a shortage, but bringing immediate impact across all schools will take time.”
Recognizing the importance of technology in modern education, the ministry has introduced Information and Communication Technology (ICT)-based platforms for grade four students to make learning interactive and engaging. These tools aim to reduce the abstract nature of mathematics and provide practical learning opportunities.
“We are accessing the effectiveness of these platforms and their impact on learning,” said Tashi Namgyal. “Auditing and piloting for grade four students are ongoing, but we are optimistic about the long-term outcomes. Our goal is to provide students with innovative and effective opportunities to excel.”
To inspire and nurture mathematical talent, the ministry has also launched the His Royal Highness the Gyalsay Mathematics Award and facilitated Bhutan’s participation in the Global Robotics STEAM Olympiad. This year, 37 top-performing math students from schools across Punakha were trained by Olympic champions from the United States.
“These initiatives are part of a coordinated effort to encourage excellence in math,” the education minister Yeezang De Thapa noted. “By providing such opportunities, we hope to motivate students to excel and pursue higher achievements in the subject.”
Encouragingly, recent reports highlight significant progress among younger students. According to the National Education Report 2022, 14 percent of grade three students are performing at a grade six level in mathematics, while 94 percent have achieved level four or higher.
“We already see notable improvements among students transitioning from pre-primary to grade three,” the official from MoESD said. “Among these students, some have achieved level five and above, showcasing exceptional skills. We believe that future math geniuses are emerging, and this marks a promising shift in the education landscape.”
Further, MoESD Minister stated that the ministry is putting interventions at different levels. “Now, this system has been introduced for grade five students. After implementing it for grade four, we noticed a 40 percent increase in performance, which is why we plan to take it up to higher grades,” she said.
Despite these encouraging developments, the ministry remains cognizant of the challenges that lie ahead, including resource disparities and varying levels of teacher expertise across schools. However, education officials are confident in the long-term impact of the reforms.
“We have been implementing various interventions over the past two years, but this year is the first time that math has been made a compulsory subject in the curriculum,” said an education official. “With different strategies in place, we are planning to improve math education further. In the next two to three years, we hope to see even greater progress in this subject.”
As these initiatives gain traction, officials remain hopeful that Bhutan will soon witness a generation of learners who excel in mathematics and challenge the long-standing stigma surrounding the subject.
