what do students want, part 2

from Laurie Rogers:

Students said they want:

• More “examples”
• “Explanations,” line by line, of how to do each skill
• Helpful “resources” within the textbook structure, such as the meanings of words, “answers,” “glossary,” directory, lists of mathematical procedures, explanations of mathematical symbols
• Clearer and simpler language, “easier to read and understand”
• Classical math – the math schools used to teach, the math that will get them to college without remediation – with “equations, algorithms, formulas, theorems”
• Useful “visuals”
• Uncomplicated word problems; (or) No more word problems
• Content that’s germane to them, to their life, to college and to their future
• More time and opportunity to “practice” skills
• Small, portable machines that will calculate for them
• The paid adult in the classroom to actually show them how to do things
• To be allowed to progress when they understand something
• Help from a “Website”
• To learn a skill before they’re told to use it
• A textbook that isn’t so big and heavy
• A book they can work in at home

Rogers, L. (December, 2009). "School district excludes feedback from committee, students." Retrieved (date) from the Betrayed Web site

I'm especially partial to "learn a skill before they're told to use it," thanks to C.'s experience in middle school math, where the first application was always on the test. The kids went from seeing a procedure done a couple of times in class to one or two ungraded homework assignments practicing the procedure to multiple-step word problems applying that procedure on a graded test.

Two years of misery.

what do students want, part 1