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Re: Chapter 3--Everybody Counts
Posted:
Mar 14, 1995 6:50 PM
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> 3. Comment on the statement: "As computers become more powerful, the
> need for mathematics will decline."
I don't agree with the statement as it is. I think the need for
mathematics that have been traditionally studied in school may decline,
but not the need for mathematics itself. Students need to learn
different kinds of mathematics.
> 4. Why is it that mathematics education in the United States resists
> change in spite of the many forces that are revolutionizing the nature
> and role of mathematics itself?
I once saw a stat (I don't know if it was _Everybody Counts_) but it went
something like this: very high percentage of people thought American
schools are in trouble, but very small percentage thought the schools
their kids went to (or in their neighborhoods) are in trouble. The
amount of resistance is proportional to the degree of awareness that they
are indeed in trouble. Since many people think their schools are not in
trouble, it is no wonder people resist changes.
>
> 5. Why do you suppose that 50% of school teachers leave the profession
> every seven years?
>
Is this number high compared to other occupations?
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* Tad Watanabe e-mail *
* Dept. of Mathematics watanabe-t@toe.towson.edu *
* Towson State University watanabe-t@towsonvx.bitnet *
* Towson, MD 21204 tad@midget.towson.edu *
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