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“They want their children’s education to resemble their education because they are successful,” he explained. “They say, ‘It worked for me, why won’t it work for them?’ ”
Actually, I'd like to know what's wrong with this argument. Lots of kids in my school (1970's) went on to math/science careers (including me), and I'd wager even those who didn't enter those careers have a better understanding of math than most kids in today's reform math programs.
If the criticism of the "old ways" stems from the observation that most math/science types of my generation were/are white men, my answer to that is that the problem was a lack of opportunity. It had nothing to do with curriculum or instructional methods. I was a girl who was given the opportunity, and I thrived with the traditional methods.
And by the way, there was plenty of "conceptual understanding" back then. I would like to know who started the myth that there wasn't.
A logical, sequential, comprehensive math curriculum that is available to all children will equalize the playing field. This is what educators should be striving to achieve.
Reform math pushes us in exactly the opposite direction. Only the most privileged children (whose parents spend the time, energy and money to reteach the subject) will be ready for the high tech careers of the future.
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6 comments:
I went to school during the 1970's. Back then, children did not have tutors in elementary school. Parents did not reteach at home. But I learned math and am proficient with everyday math.
Today, suburban schools depend on educated, affluent parents to pick up the pieces from failed curricula.
Robyn
K-12 Math wasn't perfect in the old days. (in the 1960s for me) In many ways it wasn't good at all. For lots of kids, math was not fun or interesting (it still isn't). Kids didn't have the support or backing (pushing?) at home (they still don't). Teachers weren't somehow better back then. One bad teacher could create long-term problems (they still can). The math curricula weren't perfect either. I remember my share of confusion and rote knowledge.
Math education was (and is) a difficult process, not because any one section or skill is overly difficult, but because it is cumulative and there are so many places where things can go permanently wrong. Students started to separate into different tracks by about 7th grade (just like today) so that the algebra in 8th grade kids went on to the college prep math track in high school and the rest went nowhere (pretty much like today).
So, what was the problem? It seems that educators decided the problem was that math was for the elite who could survive the rigors of worksheets, mastery of skills, and memorization. Math to them was a filter, and they wanted to make it a funnel. So how do you fix that problem? You redefine math to make it easier.
This is done in a variety of ways to make it seem like the changes are an improvement. There is less memorization and practice. Calculators justify this change. They focus on real-world applications. This makes math more interesting and gives them many "critical thinking" talking points. They don't deny the need for practice, but it's set up backwards as top down skill development which never guarantees mastery. Then, while they are at it, they throw in their pedagogical wish list into the mix; discovery, child-centered, mixed-ability, group learning, with the teacher as the guide on the side and not the sage on the stage.
The fallacy of this approach is that they have somehow discovered a magical (nobel prize-winning) easy way to convert math from a filter to a funnel. In reality, they are using it to justify their own pedagogical agenda.
As Vicky S (and the rest of us)point out, things are worse now. The filter is bigger than ever and pushed back to high shcool where it's too late to do anything about it. They create a math funnel in the lower grades that leads to a huge filter in high school.
When I was growing up, I managed to get into the algebra course in 8th grade and on to calculus in 12th grade without a single bit of help at home. It would take quite a math brain to do that these days, and the reason is not a bad teacher here or there, and it's not a lack of support at home.
It's the curriculum.
Obviously, NCTM is finally admitting that with its call for more emphasis on the basics. It's not enough. Schools just want to upgrade to the next version of TERC or Everyday Math that contains more "balance". They will complain about "traditional" math to avoid a discussion of Singapore Math versus Everyday Math.
I've come to realize that a lot of this is about academic turf. They still want to redefine math. They just can't stand the idea that real math requires a lot of carefully monitored skill development (even if you use calculators) at each grade. (i.e. hard work!)
They think they have come up with a way to improve math AND remove the filter. In reality, they are just pushing the filter back to high school and increasing the stock value of tutoring companies.
I took algebra in 9th grade and completed College Engineering Calculus I in 12th grade.
I did not have a mathematician at home for help.
I had working parents and the value they instilled of hard work brings rewards.
It did with math. And with math it did with life.
May I post this on vormath?
hi!
I am CHRONICALLY frustrated by the fact that, in the olden days, people went to school and learned math without their parents knowing math.
I didn't learn nearly enough math in high school, but I DID learn everything that was taught in the classes I took.
No help with homework.
No tutors.
I don't understand why this isn't a FOCUS of school improvement and reform discussion ---- why are we now obsessing over "parent involvement in the schools" instead of over how to have good schools that don't depend on parent- involvement-in-the-schools.
sure, post away!
(unless Steve objects....)
I figure, the more all of these things make the circuit, the better
I have no problems.
"I had working parents and the value they instilled of hard work brings rewards."
The same with my parents.
I mentioned here long ago that after my son was born, I told my mother that I wanted three things for my son:
1. To care about other people.
2. To know the value of hard work.
3. To be happy.
She told me that if he does the first and second, then the third will take care of itself.
Unfortunately, he is not learning much of #2 at school.
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