Revolutionizing Math Education: How One School in Bavaria Became the Best in Germany

Again, German students did poorly in the Pisa studymore time for German and mathematics at primary schools things should now be sorted out in Bavaria. 400 girls and boys study at the Eichendorff School in Erlangen, 70 percent of them have a migration background, 35 percent receive social benefits. In order to give them back the joy of learning, the teachers completely changed math lessons nine years ago. The students got better and the middle school was named the best school in Germany in 2023. A conversation with Principal Helmut Klemm, 64, about really good math lessons.

SZ: Mr. Klemm, is more time for math and German enough to solve the Pisa problem?

Helmut Klemm: I don’t think it’s just a question of quantity, but above all of quality. Why should something seriously different or better happen if you do more of the same for an hour? Lesson development requires more effort and long-term thinking. Then suddenly there are other players in the game than just the Ministry of Culture: teachers have to do different lessons and school administrators have to develop lessons.

What should other pedagogy look like?

I can only speak about us, about our middle school: we wanted to give learning back to the students. Classical teaching is very teacher-centered, the students are passive, they are objects of learning. But they need to learn on their own responsibility in order to enjoy it again.

How did you do that?

We have opened up and changed the lessons. There are three success factors for this: I need different material. The book alone is not suitable for this, it is a medium for the teacher to give things to the students. Our material enables independent learning and is differentiated according to three levels. Students can control themselves when working in the space of mathematics.

Wo?

The fifth and sixth graders’ learning takes place in the mathematics room. They have five hours of math a week and go to this room with their teachers. The environment there is based on Montessori; learning material is laid out there that is intended to stimulate the heart, head and hands. There, certain structures are used.

Can elementary school students work like that?

Yes, even the little ones can do that. We know not only from Montessori pedagogy that children are able to learn independently. It’s not a question of age. It depends on the material; it must be age-appropriate and lead to independent learning. It must be self-explanatory and the students must be able to control themselves.

What else is needed?

The second factor is the structure: we can’t say, here’s the space, have fun. There are fixed rituals. There is the mental arithmetic phase, new input from the teacher, a learning path in which everyone takes the same steps, and tests to see where each individual stands. The third factor is the teacher in a dual role. There is the short phase in which new things are explained. The teacher then accompanies the children as they work independently and helps with hurdles.

How did this idea come about?

The mathematics room emerged from a teaching workshop that we set up with our support teacher with a Montessori diploma. At some point we discovered the discrepancy: the children enjoyed learning in the room, but not so much in the classroom. So it made sense to change something.

What needs to change so that all students receive better math instruction?

The teaching examination regulations are in urgent need of reform; it is no longer about lessons as tested in teaching samples for trainees. This is no longer up to date, it’s about learning. Teachers have to take on a different role. You are no longer a lone fighter, but a team. The class leader, support teacher and student are together in the mathematics room and have to agree on who will take on which phase.

Does this also affect the grades?

Yes, we measure this, for example, with grade level tests that all Bavarian schools take. The state average in math was 3.48. Our students got 2.6. That’s almost a grade better, that’s sensational and contrary to Pisa. We have developed an audit procedure with the University of Eichstätt to determine how effective the mathematics space is. And how important the teaching atmosphere is, i.e. how we interact with the young people who come to us.

What are these students like?

Overall, the student body is more heterogeneous, not just because of migration. I’ve been here for a long time and have been at this school for 15 years. Psychological problems have increased and there are different levels of learning. The diversity is so great that learning in lockstep is no longer possible. Materials of different levels are one answer. And the children who come to us are – I’ll just say it now – sorted out: 80 percent of primary school students in Erlangen go to high school or secondary school. The others come to us. They have a migration background or only fours and fives. They think they can’t do math and hate the subject. We are confronted with this attitude. But after a few weeks that changed. Your attitude changes, change begins in the mind. We do this by allowing mistakes, not shaming anyone, offering different tasks for different levels and handling grades in a more pedagogical way.

How is that supposed to work?

We take the pressure off and don’t have nearly as much written evidence of performance as we did at the time Primary school. This brings us to lesson development, school development and the primary school leaving certificate. This is selection under enormous pressure. This affects the children because you cannot learn under pressure. And most Bavarian schools are half-day schools, which brings us to the issue of educational equality. Practice, repeat and consolidate at home. Children of academics are helped differently than students from migrant families or socially disadvantaged backgrounds.

These are big ideas, what could your elementary school colleagues quickly change for better math results?

There is no magic formula, but in our experience it is important to work as a team. Learning from each other is a big plus. There are also special materials for the students and time to work independently. Then the teacher only makes up a third – and brings less dependency. For example, we have never had any lessons missed in math, German or English.

Like that?

The students know their material and structures and practice independently. If you have any questions, go into the next room and ask the teacher there. All doors are open.