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Re: [ncsm-members] Algebra II for All
Posted:
Apr 2, 2009 2:26 PM
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No one is suggesting to the best of my knowledge that it wouldn't be
LOVELY for all kids to know as much math as they would like to know.
Neither is anyone suggesting that they should be kept from learning
lots and lots of math.
What is being said, by me and some others, is that legislating it to
happen won't make it happen. And that isn't a matter of belief: there
is ample evidence to support the notion that raising bars is not
sufficient. Not by a long shot. And in fact, it is often counter-
productive. The evidence out of Chicago and California in this regard
simply cannot be ignored. The California situation is particularly
distressing because of how the entire state was hijacked by
politically-motivated people who despise progressive mathematics
education and did all they could to remove meaningful reform programs
and initiatives from the state. Unsurprisingly, their back-to-basics
efforts have not led to the successful learning of algebra on a
widespread basis in 7th grade, 8th grade, 9th grade or beyond.
As for your anecdote from the charter in Milwaukee, two points:
beliefs are lovely, but what's the evidence of that belief? What is
the measure of success? I'm not looking for the usual standardized
test scores, though they are one kind of evidence, certainly. I would
like to see what's being taught, how it's being taught, and what kids
can do as a result. A little bit of qualitative research data here
would be very helpful
My second point: what is meant by "the students believe that they can
be mathematicians?"
I know a lot more mathematics than do those kids. And I know quite
well that I can't and will never become a professional mathematician.
That's precisely because I know what it takes to be one, what such
people do for a living, and why I'm not at that level. That is not to
suggest that had I begun the pursuit at a much earlier age (I switched
fields in my 30s), I might not have been able to do some reasonably
interesting original mathematical work. But I am well above average in
mathematical aptitude and actual knowledge, and I don't harbor any
illusions about just how difficult it is to be a mathematical
researcher at a university or in the private sector.
So if these kids are being led to believe that they "can be
mathematicians" and that means what I'm speaking about, then the vast
majority of them are being led down the well-known primrose path. Of
course, any one of them MIGHT indeed be capable, but I hope that if
they're being told that, they are getting an honest picture of what
that means, not just fairy tales.
If on the other hand, being a mathematician means "someone who does
math, understands it, uses it in his/her life and/or work," well,
sure. That's certainly an important goal that most people can reach,
if they work at it seriously.
I'm a little skeptical (no, I'm a LOT skeptical) of the "remediate
skills while teaching the algebra" idea. How does a child who doesn't
"get" arithmetic manage to absorb ANYTHING from basic algebra, which
is, of course, in some ways generalized arithmetic? What sort of
understanding can possibly develop of solving equations when one can't
actually do the operations of arithmetic needed? Are we talking about
mechanical procedures or concepts that are understood in the service
of those procedures?
I've successfully worked with some low performing kids (some in their
early 20s, by the way) in at risk programs who came to school with
fewer than 3 TOTAL credits in high school and 0 such credits in
secondary mathematics. There was, however, one crucial factor in their
success above and beyond my ability to teach them with multiple
approaches, models, metaphors, and tools, something that no
legislation is going to instill in anyone: the kids who made it were
those who came back to school with a serious commitment to learn.
Given that, even their profound past difficulties with mathematics
were not insurmountable. They had opportunity, dedicated and
knowledgeable instruction, and they made the most of it. Without that
commitment on their part, however, MY commitment to them and to my job
would have been meaningless, and for all-too-many kids who rarely came
to class and when in class rarely worked, things did not go so well.
Someone who can show me how to succeed without that part of the
equation in place, do let me know.
On Apr 2, 2009, at 12:17 PM, Williams, Lori wrote:
> I agree with Ann on this issue. In fact, I know a teacher from a
> charter school in Milwaukee where most of the students are ELLs.
> The staff and board of the school decided in the charter that math
> is a gate-keeper to opportunity especially for post-high school
> education and that they would require all students to pass Calculus
> in order to graduate (5-6 credits of math). My friend says that in
> the first algebra class they remediate skills while teaching the
> algebra as well as do much to help the students believe that they
> can be mathematicians. He believes they have been very successful.
>
> Teachers and instruction make an incredible difference.
>
> Lori
>
> Lori Williams
> PAEMST WI Elem Math 2001
> EXCEL Program Support
> Manitowoc Public School District
> Manitowoc, WI 54220
> (920) 686-4746
> williamsl@mpsd.k12.wi.us
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