In Canadian classrooms, math has been struggling for years. Not in the sensational, newsworthy sense, but slowly, like deterioration. International tests have shown a steady decline in students’ mathematical proficiency since 2003, in every province and on almost all metrics. The findings of the 2023 TIMSS and PISA assessments supported the long-held perception among educators that our pupils are not only performing badly in math but are also lagging behind in the foundations.
Notable are the latest figures. Students in Grade 4 in Canada, who used to consistently rank close to the top of international arithmetic tests, are now falling short of the worldwide average in almost every benchmark category. Since 2003, seven provinces have lost more than 40 PISA points, which is the equivalent of over two years’ worth of missed education.
This trend is especially concerning because it has developed so subtly. There was no breakdown moment, no unexpected disaster to mobilize around. It has been a gradual trend instead. Math, reasoning, and problem-solving skills are the cornerstones of STEM, finance, and data-driven careers, and more students are experiencing difficulties with them over time.
A recurring theme among scholars in recent years has been the gradual transition from teacher-led instruction to discovery-based learning. Well-intentioned changes pushed pupils to “build” their own knowledge of math instead of receiving direct instruction. Although this method has been shown to be considerably less successful for younger pupils who require precise instructions and regular feedback, it might encourage creativity in more seasoned learners.
| Item | Details |
|---|---|
| Trend | Steady decline in math scores since 2003 |
| National Impact | 35-point drop on PISA – equivalent to nearly 2 years of lost learning |
| Latest Data Point | 2023 TIMSS and PISA show Canadian Grade 4 students performing below international average |
| Key Provinces Affected | All provinces, with notable declines in seven |
| Primary Concern | Increase in students scoring in lowest performance bands |
| Expert Insight | Dr. Anna Stokke, University of Winnipeg, advocates evidence-based reforms |
| Suggested Fixes | Mandatory times table checks by Grade 4, universal K-8 math screening, teacher-led instruction |
| Wider Implication | Lower math readiness for university, tech, finance, and STEM careers |
| Source | C.D. Howe Institute Report, January 2026 |
One of the most prominent voices advocating for reform is Dr. Anna Stokke, a mathematics professor at the University of Winnipeg. She provides a comprehensive 2026 study for the C.D. Howe Institute that details doable, inexpensive solutions that, if implemented nationally, might make a difference. One of the easiest: by the conclusion of Grade 4, students must examine the timetable. She contends that this modest action might be used as a tool for assessment as well as a signal to parents, instructors, and students that basic math fluency is still important.
She also suggests that all students in kindergarten through eighth grade undergo a math screening. By identifying pupils who are having trouble with early number sense, these assessments would enable interventions before those disparities widen. This concept is particularly creative in its simplicity and may be able to help reroute troubled students before arithmetic becomes a source of anxiety or failure.
I recall going to a Grade 7 class in Ontario when the teacher had to stop teaching geometry because a third of the pupils were struggling with division. The lack of foundation prevented the lesson from progressing.
There is more to this than what takes on in a math class. It influences who can enroll in engineering programs, who can finish college-level economics, and who is eligible for advanced science classes in high school. It is a pipeline problem, and the fissures start early.
Although equity is often commended in Canada’s educational system, falling math results run the risk of escalating long-standing disparities. The gap widens for those who do not have access to private enrichment or tutoring. It is frequently too late to address these gaps by the time they are noted on high school records.
Stokke quickly points out that money is not the issue. Compared to many nations with better performance, Canada already spends more per pupil. For example, Japan routinely produces better math outcomes while spending around 14% less per pupil. The application of those resources makes a difference. A key component of their approach is frequent feedback, rigorous standards, and clear teaching.
Without requiring raising funding, Canada might achieve significant progress by emphasizing teacher preparation and curriculum alignment with cognitive science research. It has been demonstrated that instruction that is structured, evidence-based, and intentional is extraordinarily effective, particularly for beginning students.
Reforms have already been tested in a few provinces. Alberta has tested explicit instruction programs in the early grades and found that students’ confidence and performance improved somewhat. Despite growing evidence that inquiry-based learning is not widely used in math, other jurisdictions are still reluctant to change their minds.
Some classes have exhibited positive signs of improvement after these latest approaches were implemented. When pupils are taught explicit techniques before being encouraged to consider other options, teachers report that students feel more confident. Additionally, test results have stabilized in a few areas, albeit still underperforming.
However, the national picture is still concerning. Advanced math is becoming less popular among high school pupils. Lower math readiness is been reported by universities. Numeracy-dependent industries, such as AI and banking, are also expanding more quickly than the talent pool needed to support them.
There is a chance to change the way arithmetic is taught through strategic alliances involving ministries, academic institutions, and math specialists. Giving children the resources they need to be creative in the first place does not equate to forsaking creativity when essential skills are emphasized.
Our kids don’t require digital shortcuts or tricks. They require consistency, clarity, and qualified educators who are knowledgeable about the science of learning as well as the subject matter.
In her study, Dr. Stokke stated that “without leaders who are willing to change course, reforms will fail.” It’s very clear what she’s saying: we have enough information to take action. Now, willpower is required.
Canada still has time to change its direction. In addition to being accessible, the ideas are also workable and politically feasible. However, the silent erosion will persist and the costs will increase if intentional action is not taken.
