What Algebra? When?

I came across this message from Mr. Fennell when I went to the NCTM site to see if I could find any information about the math panel. I only found their press release about the panel report, but there was a big emphasis about data on the home page: "Focus on Data/Probability". Keep that in mind when youy read this message.


"President's Messages: Francis (Skip) Fennell"

"What Algebra? When?"

NCTM News Bulletin, January/February 2008"

"Currently, about 40 percent of eighth-grade students in this country are enrolled in first-year algebra or an even higher-level math course (for example, geometry or second-year algebra)."

[Really? What kind of algebra? Surely not the math panel type.]

"As Chambers (1994) notes, algebra for all is the right goal—we just need to make sure that we’re all targeting the right algebra in our teaching. This algebra would focus on topics like expressions, linear and quadratic equations, functions, polynomials, and other major topics of algebra. (Note that these ideas will be discussed in the National Math Advisory Panel’s report on algebra topics.)"

[OK, what is the percentage now, and how many of these kids get help outside of school. How difficult is that kind of research?]

"At a time when maintaining our nation’s competitive edge means encouraging more students to consider math- or science-related majors and careers, should we address the challenge by moving more students into higher levels of mathematics earlier? Well, I am not so sure."

[If students aren't ready, then it can't be the fault of the school or curriculum? It's also not a matter of when you get to algebra, but how well you are prepared for algebra. Many kids can't even handle algebra when they get to college! So, the problem is that many kids can't get to algebra at ANY time, but he sees the problem as a "when" problem. The rule is (apparently) that if you want to deflect criticism, redefine the problem.]

"Yes, we have more students taking higher-level courses in mathematics, and yes, the path to a good job often begins with algebra. But is mandating algebra for all seventh- or eighth-grade students a good idea? Teachers of algebra frequently tell me that far too many of their students are not ready for algebra, regardless of how it is defined (first- or second-year algebra, integrated mathematics curriculum, etc.)."

[Well, if they are not ready for algebra, then figure out why. Will they magically be prepared by ninth or tenth grade? No, our high school has to have lots of remediation to fix K-8 school problems. This is not a "when" problem. "When" allows them to avoid fixing problems.]

".. most teachers indicate that their students don’t know as much about fractions as they would like. By fractions, I mean fractions, decimals, percents, and a variety of experiences with ratio and proportion."

[Duh? And this is NOT a curriculum and/or a teaching problem?]

"Of course, we must not overlook the importance of integrating the essential building blocks of algebra in pre-K–8 curricula, especially during the middle grades. Work with patterns is probably overemphasized in some quarters as the defining component of algebra with younger learners, but early experiences with equations, inequalities, the number line, and properties of arithmetic (such as the distributive property) are foundations for algebra. Silver (1997) notes that integrating algebraic ideas into the curriculum in a manner that helps students make the transition from arithmetic to algebra also prepares them for what occurs later in algebra."

[So why does NCTM support curricula that don't meet these goals?]

"So is early access to algebra a good idea? Sure—for some—probably for many. More importantly, however, all students who are working to secure this valuable "passport" should begin their study of algebra with all the prerequisites for success, regardless of when the opportunity comes their way."

[They don't see that they have anything to do with this lack of preparation? They should have a big section called Focus on Algebra, not Focus on Data/Probability. Low expectations and blame shifting permeate this message from the president of NCTM. They lack any ability for critical self-analysis.]