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Re: Blame Teachers, Blame Parents
Posted:
Sep 5, 2007 11:36 AM
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Domenico Rosa writes:
> Dianna Wilson's letter blames teachers, and Richard
> I wonder if the following may be some additional reasons
> for the decline in the mathematics scores:
>
> 1. The batteries ran out on many graphing
> calculators.
Sadly, most likely only those that see calculators as a crutch would assume this. Yes, there are teachers that allow the students to use calculators instead of learning how to do the skills, but they are not using them appropriately. Calculators, and particularly graphing calculators, are great visual tools for students to 'see' what is happening - while learning how to do it by hand.
Would you advocate that all construction companies use only hammer and nails, and no other modern equipment? Probably not. This is not an irrelevant comparison. A graphing calculator in the hands of a student with a teacher who knows what the calculator is good for is helping the student build an understanding of what they are doing. It's a tool - that's it.
> 2. For many of the problems, many students were
> unsure of which "tool" to use from their "toolbox":
> numerical, graphical, algebraic, work backward from
> the answers, or guess-and-check.
At least they have options, as opposed to students who have only been taught one way to solve a problem. If students have been given enough problem solving experiences, where they have to learn which tools do what, then this is unlikely to be a problem.
And back to the construction metaphor, the student who only carries a hammer around is going to have a hard time when handed a screw.
> 3. Many students selected two or more of the multiple
> choices, based on the different answers obtained by
> using the various "tools" in (2).
Unlikely, because these students will understand that different tools don't yield significantly different results, and if they do there is a mistake in their work.
> 4. The mathematics problems involved mostly Algebra
> I, percents, and elementary geometry. Sophomores in
> geometry, algebra II, or precalculus had forgotten
> this material. The three or four weeks of drills,
> which completely disrupted their courses, preceeding
> this test were not sufficient to regain "mastery."
We must have a different idea of what "mastery" means. They have not mastered it if they do not remember it or if short practice does not help them remember it quickly.
Both of the letters had valid points. Again, this should not be about who is right and who is wrong, but about what is best for kids. Unfortunately, I have always disagree with anyone that says there is only one right way of doing anything.
Jim
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