In k12.ed.math Michael Greene <5Lforsale@greenes.com> wrote: > >> On Thu, 25 May 2000 05:37:02 GMT, "Don Blasingame" >> <firstname.lastname@example.org> wrote: >> >>>"Michael Greene" <email@example.com> wrote in message >>>news://firstname.lastname@example.org... >>> >>>> On Wed, 24 May 2000 13:08:29 GMT, "Don Blasingame" >>>> <email@example.com> wrote: >>>> >>>>can anyone recite a classic case of where "algebra for all" worked? >>>>we will implement algebra for all incoming freshmen this fall, and >>>>it would be nice to know what we can expect, or what others have >>>>done that were successful. >>> >>> Japan, Taiwan, Singapore are countries that have >>> demonstrated that almost all 13 year olds can handle >>> algebra. >> >>where has mastery of algebra by Japanese, Taiwanese, and Singapore 13 >>year olds been shown? >> > The TIMSS tests which are available at UCLA and Boston > College, test Algebra in the 8th grade. > > The top 5% of the U.S. population were ranked at the 50 > percentile when compared against the Singaporans. When > scored against the Japanese, they fared a little better and > scored in the top third.
We should always try to do better, and if these kinds of comparisons encourage us to try harder, that's fine.
I asked a couple of colleagues --- one educated in Japan, the other educated in China --- about the success high-school kids in their countries had in learning math. They told me several things which show that one should be careful in making comparisons.
First, high school is apparently not mandatory, at least not through age 18, as is common in the U.S. I think the age is 16 in Japan, and there may not be a requirement for high school in the PRC.
It sounds from my colleagues' descriptions as though there is much stronger tracking by ability, and done much earlier, than we have here. I asked my colleague from Japan what kids who drop out before age 16 might do. He replied that they might become laborers --- but also, they might apprentice as chefs, or (he said with a straight face) as stand-up comics!
High school admissions also seems to be competitive, based on regional examinations. Not everyone *can* go.
I gather from my Chinese colleague's comments that the percentage of kids in the PRC who complete high school is rather low --- he said around 60% in urban areas, less in rural areas.
Both agreed that there were *plenty* of kids who couldn't do math. They wouldn't show up in tests of high school kids, because they'd never make it to high school. In other words, those educational systems aren't universally successful as far as math goes. The tests may make them *seem* successful, because they are testing only the successful students.
(I gleaned these observations from informal conversation, and it's possible that I misunderstood something --- so if someone else knows more about the educational systems in those countries, feel free to correct me.)
It's not much fun to try to teach people who don't want to learn. On the other hand, I'm glad that we *don't* give up on kids too quickly. The point is not simply to raise test scores, after all --- it is to do whatever works best for the society as a whole.
----- Bruce Ikenaga firstname.lastname@example.org Dept. of Math, P.O. Box 1002, ::::::::::::::::::: Millersville University, Millersville, PA 17551-0302