James Pickford: But they don’t appear to do much financial training in Shanghai? One of the report’s most interesting conclusions was that the best way of teaching financial literacy is not necessarily by instruction in the classroom. Far more important as indicators of proficiency were mathematical skills and personal experience with financial products. So Chinese children, who … Continue reading Financial ability correlates w/ maths skills not financial education: Revisiting Madison’s 2007 Math Forum →
Video and audio from Wednesday’s Math Forum are now available [watch the 80 minute video] [mp3 audio file 1, file 2]. This rare event included the following participants: Dick Askey (UW Math Professor) Faye Hilgart, Madison Metropolitan School District Steffen Lempp (MMSD Parent and UW Math Professor) Linda McQuillen, Madison Metropolitan School District Gabriele Meyer … Continue reading Math Forum Audio / Video and Links →
There’s been no shortage of discusion regarding math curriculum. Rafael Gomez’s latest event, this Wednesday’s Math Forum should prove quite interesting. The event will be at the Doyle Administration Building (McDaniels Auditorium) [Map] from 7:00 to 8:00p.m. Participants include: Dick Askey (UW Math Professor) Faye Hilgart, Madison Metropolitan School District Steffen Lempp (MMSD Parent and … Continue reading Math Forum: Wednesday 2.22.2006 7:00p.m. →
Lucy Kellaway: Some years ago, shortly before I left the Financial Times, I gave a talk at a literary event in Oxford. Put up your hand, I said to the audience, if you are useless at maths — whereupon the arms of around a third of them shot into the air. At the time, I … Continue reading Forcing maths on teenagers is cruel and counterproductive: Rishi Sunak would be better focusing on primary schools than making students study the subject to age 18Forcing maths on teenagers is cruel and counterproductive: →
Summer Allen: A new study finds that high school students identify more with math if they see their math teacher treating everyone in the class equitably, especially in racially diverse schools. The study by researchers at Portland State University, Loyola University Chicago and the University of North Texas was published in the journal Sociology of … Continue reading Notes on math education →
Ellen Gamerman: On RussianMathTutors.com, a site promoting a Soviet-era style of math instruction, a sample question involves Masha, a mom who bakes a batch of unmarked pies: three rice, three bean and three cherry. The student must determine how Masha can find a cherry pie “by biting into as few tasteless pies as possible.” While … Continue reading Notes on Parents and Math Rigor →
Sarah Mervosh: It’s just after lunchtime, and Dori Montano’s fifth-grade math class is running on a firm schedule. In one corner of the classroom, Ms. Montano huddles with a small group of students, working through a lesson about place value: Is 23.4 or 2.34 the bigger number? Nearby, other students collaborate to solve a “math … Continue reading How One School Is Beating the Odds in Math, the Pandemic’s Hardest-Hit Subject:
Benjamin Franklin Elementary in Connecticut overhauled the way it taught — and the way it ran the classroom. Every minute counted →
Jacey Fortin: If everything had gone according to plan, California would have approved new guidelines this month for math education in public schools. But ever since a draft was opened for public comment in February, the recommendations have set off a fierce debate over not only how to teach math, but also how to solve … Continue reading Proposed guidelines in California would de-emphasize calculus, reject the idea that some children are naturally gifted and build a connection to social justice. Critics say math shouldn’t be political. →
Joanne Jacobs: California’s new Mathematics Curriculum Framework has become a political hot potato, reports Lawrence Richard on Yahoo News. The state education board will postpone a decision on implementation for 10 months in response to critics who charged it would “de-mathematize math” and prevent high achievers from taking advanced classes. 2007 Math Forum Connected Math Discovery … Continue reading “Social Justice Math” & California →
Independent Institute: California is on the verge of politicizing K-12 math in a potentially disastrous way. Its proposed Mathematics Curriculum Framework is presented as a step toward social justice and racial equity, but its effect would be the opposite—to rob all Californians, especially the poorest and most vulnerable, who always suffer most when schools fail to teach … Continue reading Replace the Proposed New California Math Curriculum Framework →
George Zacharopoulos, Francesco Sella & Roi Cohen Kadosh: Formal education has a long-term impact on an individual’s life. However, our knowledge of the effect of a specific lack of education, such as in mathematics, is currently poor but is highly relevant given the extant differences between countries in their educational curricula and the differences in … Continue reading The impact of a lack of mathematical education on brain development and future attainment →
Elizabeth Green: When Akihiko Takahashi was a junior in college in 1978, he was like most of the other students at his university in suburban Tokyo. He had a vague sense of wanting to accomplish something but no clue what that something should be. But that spring he met a man who would become his … Continue reading Why Do Americans Stink at Math? →
Sergiu Klainerman: I am not at all qualified to introduce today’s guest writer, Sergiu Klainerman. I barely eked out a C+ in high school calculus, while Sergiu is a professor of mathematics at Princeton who specializes in the mathematical theory of black holes. He’s been a MacArthur fellow, a Guggenheim fellow and is a member … Continue reading There Is No Such Thing as “White” Math →
Brian Reidl: It is not just random social-media postings. In March, MSNBC’s Brian Williams went on the air and endorsed a tweet that stated: “Bloomberg spent $500 million on ads. U.S. Population, 327 million . . . He could have given each American $1 million.” His guest, New York Times editorial board member Mara Gay, concurred that … Continue reading Civics: Math Rigor… →
Faye Flam: “The issue with data is one can manipulate it to show anything you want if you have an agenda,” says YouYang Gu, an independent data scientist. Cherry picking is easy — prediction is much harder, and Gu is getting some attention for the fact that models he’s been creating since April actually forecast what’s … Continue reading “The issue with data is one can manipulate it to show anything you want if you have an agenda,” →
Lucy Kellaway: If they master the latter they will emerge into the world better prepared than some of my own children, who took more “rigorous” subjects at school. After receiving her first payslip, one of my daughters called me to say she had been cheated: she had received less money than she’d been promised. When … Continue reading Classics v coding: what should we be teaching our kids? Reading? →
Bobby Seagull: Being good at maths does not necessarily make you good at managing money. You might be able to use Pythagoras’ theorem, but can you compare the merits of a fixed-rate mortgage with a floating one? And while you can handle quadratic inequalities, how confident would you feel working out credit card interest? Finishing … Continue reading We need to change how maths is taught in schools →
Math from Three to Seven: A question of culture When I was a grad student at UC Berkeley (in the late 1980s), it was under- stood, among my American classmates, that the Eastern Europeans were simply better. They weren’t genetically superior; indeed, many of my Amer- ican classmates, myself included, were themselves descended from Eastern … Continue reading Math from Three to Seven →
Joanne Jacobs: But what will happen to math achievers who do want to take calculus and pursue STEM majors in college? Will they get what they need in untracked classes? Black students are more likely to wait until 11th or 12th grade to take Algebra 1, according to the U.S. Education Department, he reports in … Continue reading Rethinking High School Math →
Keith Dysarz: Nearly every state includes measures of college- and career-readiness in their accountability plans under the Every Student Succeeds Act, and the quality of classroom assignments can help gauge whether students are being prepared for success beyond high school. What is Equity In Motion? In this series, we look at how issues or equity … Continue reading Checking In: Are Math Assignments Measuring Up? →
Katherine Sellgren : A quarter of adults struggle to work out how much change they should get in a shop and half cannot read a simple financial line graph, a study suggests. The study, from Cambridge University and University College London, found “striking weaknesses” in adults’ financial skills across 31 countries. It says financial literacy … Continue reading ‘Striking weaknesses’ in adult financial skills By →
James Tanton: It is astounding to me that mathematics – of all school subjects – elicits such potent emotional reaction when “reform” is in the air. We’ve seen the community response to the Common Core State Standards in the U.S., the potency of the Back to Basics movement in Alberta, Canada, and the myriad of … Continue reading Just teach my kid the math →
Chris Papst: Project Baltimore analyzed 2017 state test scores released this fall. We paged through 16,000 lines of data and uncovered this: Of Baltimore City’s 39 High Schools, 13 had zero students proficient in math. Digging further, we found another six high schools where one percent tested proficient. Add it up – in half the … Continue reading 13 Baltimore City High Schools, zero students proficient in math →
Natasha Singer & Danielle Ivory: Silicon Valley is going all out to own America’s school computer-and-software market, projected to reach $21 billion in sales by 2020. An industry has grown up around courting public-school decision makers, and tech companies are using a sophisticated playbook to reach them, The New York Times has found in a … Continue reading How Silicon Valley Plans to Conquer the Classroom →
Karen Rivedal: “Kids aren’t going to be able to take risks and push themselves academically, without having a trusting support network there,” said Lindsay Maglio, principal of Lindbergh Elementary School, where some teachers improved on traditional get-to-know-you exercises in the first few weeks of school by adding more searching questions, and where all school staff … Continue reading Madison Teacher / Student Relationships and Academic Outcomes? →
Amber Walker: MMSD highlighted the success of the new math curriculum in its annual report, released last July. The report said the first cohort of schools using Bridges saw an eight-point increase in math proficiency scores and nine-point gains in math growth in one school year on the spring Measures of Academic Progress (MAP) exam … Continue reading Déjà vu: Madison elementary school students explore the district’s new math curriculum →
David Burkehead: This is just simple math. People compare some “big ticket” item with “small ticket” items and don’t mention how the very large numbers of those small ticket items add up, or how very little the large ticket item would really stretch among the many to whom those small ticket items apply. So when … Continue reading Math. It’s not just for breakfast any more. →
Slashdot.org: “I have two daughters now who are perfectly good in math, but they had one or two bad math teachers and they are done. That’s what happens to girls. They walk away from tech and science. And there’s something going on that is not just about the girls. There’s something going on with how … Continue reading Michelle Obama at WWDC: Bad Math Teachers Drove My Daughters Out of STEM →
Chris Papst: A Project Baltimore investigation has found five Baltimore City high schools and one middle school do not have a single student proficient in the state tested subjects of math and English. We sat down with a teen who attends one of those schools and has overcome incredible challenges to find success. Related: Math … Continue reading 6 Baltimore schools, no students proficient in state tests →
James Wollack and Michael Fish: Major Findings CORE-Plus students performed significantly less well on math placement test and ACT-M than did traditional students Change in performance was observed immediately after switch Score trends throughout CORE-Plus years actually decreased slightly Inconsistent with a teacher learning-curve hypothesis CORE-AP students fared much better, but not as well as … Continue reading (2009) What impact do high school mathematics curricula have on college-level mathematics placement? →
aJeevan Vasagar: The classrooms at Admiralty are sparsely decorated. When I visit a class of 13-year-olds, there’s a single artwork on the back wall; a paper cut-out of a cherry tree scattering blossom. At the front, where the teacher stands, is a whiteboard, a projector, a Singapore flag and a clock. I am later told … Continue reading Why Singapore’s kids are so good at maths →
Last October, Madison Superintendent Jen Cheatham signed a resolution agreement with the U.S. Department of Education’s Office for Civil Rights regarding OCR’s compliance review of access to advanced coursework by Hispanic and African-American students in the District. The resolution agreement was presented at the December 5, 2016 Instruction Workgroup meeting (agenda item 6.1): http://www.boarddocs.com/wi/mmsd/Board.nsf/goto?open&id=AFL2QH731563 The … Continue reading Deja Vu: Madison School District Agreement with the US ED Office of Civil Rights →
Kevin Carey: The problem, from a regulatory standpoint, is that they borrow a lot of money to obtain the degree — over $78,000 on average, according to the university. The total tuition is $62,593. And because it’s a graduate program, students can also borrow the full cost of their living expenses from the federal government, … Continue reading K-12 Math Rigor? Are High School Graduates Capable Of Basic Cost/Benefit Calculations… →
Cory Koedel and Morgan Polikoff, via a kind Dan Dempsey email: Textbooks are one of the most widely used educational inputs, but remarkably little is known about their effects on student learning. This report uses data collected from elementary schools in California to estimate the impacts of mathematics textbook choices on student achievement. We study … Continue reading Big bang for just a few bucks: The impact of math textbooks in California →
Madison School District Administration (PDF): Project Description: MMSD has provided funding to support coursework in the content and teaching knowledge of middle school teachers of math. Toward that goal, a partnership was formed back in 2010 between the District, the UW-Madison School of Education, the UW- Madison Department of Mathematics, and the University of Wisconsin … Continue reading Madison School District Middle School Math Specialist Program →
James Astill: Yet my children’s experience of school in America is in some ways as indifferent as their swimming classes are good, for the country’s elementary schools seem strangely averse to teaching children much stuff. According to the OECD’s latest international education rankings, American children are rated average at reading, below average at science, and … Continue reading The Economist’s Washington correspondent wonders why his offspring are being taught swimming so well and maths so badly →
Kevin Hartnett “Overall, there’s a movement towards more complex cognitive mathematics, there’s a movement towards the student being invited to act like a mathematician instead of passively taking in math and science,” said David Baker, a professor of sociology and education at Pennsylvania State University. “These are big trends and they’re quite revolutionary.” Pedagogical revolutions … Continue reading Meet the New Math, Unlike the Old Math →
Kevin Hartnett: If we could snap our fingers and change the way math and science are taught in U.S. schools, most of us would. The shortcomings of the current approach are clear. Subjects that are vibrant in the minds of experts become lifeless by the time they’re handed down to students. It’s not uncommon to … Continue reading Meet the New Math, Unlike the Old Math →
Brian Resnick: But Michèle Nuijten, a PhD student at Tilburg University in the Netherlands who co-created Statcheck, has her sights on fixing a much smaller but surprisingly impactful problem in science: rounding errors. “When starting this project, I wouldn’t say [this was a big problem],” Nuijten tells me. “We’re detecting when people are making rounding … Continue reading A bot crawled thousands of studies looking for simple math errors. The results are concerning. →
Less Wrong: mentioned in Fields Medalists on School Mathematics, school mathematics usually gives a heavily distorted picture of mathematical practice. It’s common for bright young people to participate in math competitions, an activity which is closer to that of mathematical practice. Unfortunately, while math competitions may be more representative of mathematical practice than school mathematics, … Continue reading Great Mathematicians on Math Competitions and “Genius” →
Mathematical Association of America: “We are very excited to bring home another first-place IMO award, which serves as a recognition for the the high standard of mathematical creativity and problem-solving capabilities we have in our country,”said Po-Shen Loh, lead coach for the U.S. team and associate professor of mathematics at Carnegie Mellon University. “We are … Continue reading U.S. Wins First Place at International Mathematics Competition in Hong Kong →
David Jesse: Wayne State University has subtracted mathematics from the list of classes all students must take to graduate. Up until now, students had to take one of three different math classes before they could earn their degree. Now, depending on their major, students may be able to squeak through college without taking math. The … Continue reading Wayne State drops math as general ed requirement →
American Inst. of Mathematics: The list below groups open textbooks by course title. All the books have been judged to meet the evaluation criteria set by the AIM editorial board. Related: Connected Math, math forum audio/video and English 10.
Vauhini Vara: Teachers pack their items outside of Everest College, in City of Industry, California, one of the shuttered Corinthian Colleges. Last year, I met fifteen former students and graduates of Corinthian Colleges who had taken a remarkable action to protest the collection of their student debt. Corinthian, a for-profit institution that was, at the … Continue reading Commentary On K – 12 Math Preparation →
Emma Brown The nation’s high school seniors have shown no improvement in reading achievement and their math performance has slipped since 2013, according to the results of a test administered by the federal government last year. The results of the National Assessment of Educational Progress, or NAEP, also show a longer-term stagnation in 12th-grade performance … Continue reading U.S. high school seniors slip in math and show no improvement in reading →
PDF slides from a recent Madison School District Quarterly Board retreat. Readers may wish to understand “MAP” or “Measure of Academic Progress” [duck duck go SIS 2012 Madison and Waunakee results] Using MAP for Strategic Framework Milestones and SIP Metrics Feedback from various stakeholders has led us to examine the use of MAP (Measures of … Continue reading “In addition, we see that very few schools actually achieved growth improvements of 5% or more, with changes in growth generally clustering around 0%.” Slide updates on Madison’s $500M+ Government School System →
Katherine Beals & Barry Garelick: “In general, there is no more evidence of “understanding” in the explained solution, even with pictures, than there would be in mathematical solutions presented in a clear and organized way. How do we know, for example, that a student isn’t simply repeating an explanation provided by the teacher or the … Continue reading Explaining Your Math: Unnecessary at Best, Encumbering at Worst →
Math Mistakes: I notice that the kid didn’t write them as (x,y) but wrote them as x,y. I wonder how come he did that? Or, more precisely, I wonder if he doesn’t see much of a difference between (x,y) and x,y or if three is some other reason for leaving off the parentheses. Related: Math … Continue reading Naming Coordinates, Feedback and Revision – Math Mistakes →
John Steele Gordon: Mathematicians often deal in abstractions that are quite beyond the ken of non-mathematicians. For instance, in 1637, the Frenchman Pierre de Fermat conjectured that there is no whole-number solution for the equation An + Bn = Cn where N is greater than two. He famously wrote in the margin of a book … Continue reading The Man Behind Modern Math →
Laura Waters: What’s more troubling is that many middle-class families take this propaganda as gospel and reject efforts to maintain meaningful oversight and accountability. The Problem Is Us Now, New Jersey may be an extreme example. We’re die-hard local control fanatics who cherish our small towns and district identities. As such, we adhere to what … Continue reading “the widespread denial of educational mediocrity” →
Lance Fortnow: Scientific American writes about rescuing the enormous theorem (classification of finite simple groups) before the proof vanishes. How can a proof vanish? In mathematics and theoretical computer science, we read research papers primarily to find research questions to work on, or find techniques we can use to prove new theorems. What happens to … Continue reading Will Our Understanding of Math Deteriorate Over Time? →
KSTP: The results of a new survey released Monday by U.S. Bank stated that many college-age young adults say they have no idea how to keep a budget. What’s more, they look to their parents for financial education and advice. The study’s key findings show college students don’t fully understand credit and credit scores. They … Continue reading Young Adults Look to Parents for Financial Education →
NPR: Math teacher Sherry Read’s classroom is a total mess. The students are gone for the summer, and light fixtures dangle from the ceiling. The floor has a layer of dust. Down the hallway, workers make a racket while they renovate the school, which dates back to the 1890s. They’re working in what has become … Continue reading No One Can Figure Out 1917 Multiplication Wheel →
Chico Harlan: At Buddy’s, a used 32-gigabyte, early model iPad costs $1,439.28, paid over 72 weeks. An Acer laptop: $1,943.28, in 72 weekly installments. A Maytag washer and dryer: $1,999 over 100 weeks. Abbott wanted a love seat-sofa combo, and she knew it might rip her budget. But this, she figured, was the cost of … Continue reading Lifelong Math Tax: Rental America: Why the poor pay $4,150 for a $1,500 sofa →
Josie Gurney-Read: “It’s not a subject, maths, it’s a language. A language, without which, we cannot communicate. The teaching of arithmetic and algebra, for example, is like teaching the grammar of this language.” It will perhaps be unsurprising to most that Carol Vorderman, who spent 26 years as co-host on the Channel 4 quiz show … Continue reading Parents feel ‘unequipped’ to help children with maths →
Brooke Powers: Before Common Core I was a typical math teacher. I had my curriculum maps and and state standards which read like a skill and drill check list that I marked off one by one whether the kids understood them or not. I used really “great” methods and math terminology like “butterfly method”, “keep … Continue reading A Math Teacher on Common Core →
Ron Schacter Many of the graduates entering college from New York’s Hampton Bays High School in 2011 weren’t ready for higher education math. At neighboring Suffolk County Community College, 68 percent of the first-year students from Hampton Bays had to take remedial math. “These numbers were horrifying to us and created a real sense of … Continue reading On Remedial Math →
Molly Beck: “When you look at the data, there’s something not working, clearly,” she said. “And if you know being on track in ninth grade is key to a student’s success then it’s our obligation to change that.” She said the district will be strengthening the quality and consistency of algebra instruction across schools so … Continue reading Deja Vu on Madison Math: Algebra: The most-failed class for Madison freshmen →
Danette Clark: According to a Teach for America website, culturally responsive teaching in math is important because “math has traditionally been seen as the domain of old, White men.” As reported earlier this week, Teach for America groups across the country are committing themselves to “culturally responsive teaching,” a radical pedagogy used by communist Bill … Continue reading Teacher group: Math is ‘the domain of old, white men’ →
Joseph Brean: In a finding sure to inflame the math wars, a team of neuroscientists has revealed the crucial role played by rote memorization in the growing brains of young math students. Memorizing the answers to simple math problems, such as basic addition or the multiplication tables, marks a key shift in a child’s cognitive … Continue reading Math wars: Rote memorization plays crucial role in teaching students how to solve complex calculations, study says →
Karen Herzog: Regent Margaret Farrow said K-12 must be a strong partner in preparing high school students for college. “We’re not, quite frankly, creating this situation we’re trying to solve.” Starting next year, all 11th graders in Wisconsin pubic schools will be required to take the ACT college-readiness exam that universities use in their admissions … Continue reading 21% of University of Wisconsin System Freshman Require Remedial Math →
Dick Resch Americans could use a crash course in math. According to a new study from the Brookings Institution, jobs in science, technology, engineering and math are vacant for more than twice as long as other positions — largely because employers can’t find people with the math and science skills to fill them. In fact, … Continue reading America’s Math Crisis →
But I would suggest an even more important vote will occur on Wednesday, one that will decide the future of tens or hundreds of thousands of Seattle students over the next decade: the Seattle School Board’s vote on the future elementary math curriculum. As I have noted in previous blogs, Seattle Public Schools is now … Continue reading Dumping Everyday Math? The Future of Seattle Elementary Math Education Will Be Decided on Wednesday →
Michael Rubinkam: What could be so horrible? Grade-school math. As schools around the U.S. implement national Common Core learning standards, parents trying to help their kids with math homework say that adding, subtracting, multiplying and dividing has become as complicated as calculus. They’re stumped by unfamiliar terms like “rectangular array” and “area model.” They wrestle … Continue reading 2+2=What? Parents rail against Common Core math →
Manila Standard Today:
An educational and enrichment workshop was recently conducted by the Galileo Enrichment Learning Program where the multi-awarded mathematician and Singapore Math advocate Dr. Queena Lee-Chua together with her son Scott, shared with the participants the fundamentals of Singapore Math and demonstrated how this fun learning approach is used to solve word problems.
Multi-awarded mathematician and Singapore Math advocate Dr. Queena Lee-Chua shared with the participants the fundamentals of Singapore Math and demonstrates how this fun-learning approach is used to solve word problems.
The workshop, held at Nuvali Evoliving AVR, Sta. Rosa City, Laguna, was organized by Galileo Sta. Rosa, attended by parents and their kids, as well as by teachers from different pre-schools and elementary schools in and outside Manila. It was indeed an enlightening and engaging time for everyone as the mother and son tandem proved to the audience that complex mathematical problems can be solved with simple math logic.
Much more on Singapore Math, here.
Related: Math Forum Audio/Video.
The economic returns to education are well documented. It is also well-known that college graduates with certain majors will earn more than others and find it easier to land a job. But surprisingly, the courses students take in high school also make a difference, when the courses are mathematics. Even among workers with the same level of education, those with more math have higher wages on average and are less likely to be unemployed. These findings suggest that even students ending their formal education after high school can increase their future earnings by investing in more math courses while in high school.
High school graduates earn more money in general than high school dropouts. This well-known fact is a powerful incentive to finish high school. But is it just the diploma that counts, or do the particular courses students take while in high school matter for their future job prospects? Students can opt for a variety of courses, from vocational tracks to advanced placement classes for college credit, during their final four years of required education.
Most high school graduates choose a curriculum that is far more rigorous than the minimum requirements. This is most evident in mathematics courses. For example, in 2009, 75 percent of high school graduates completed math coursework at the level of Algebra II or above. Most of these students could have stopped at Algebra I and satisfied the minimum high school requirements. Only six states required Algebra II for graduation as of 2006. About 11 required Algebra I, six required geometry, and the remaining 27 required only that students complete a minimum of three years of mathematics at any level.
The fact that so many students take a rigorous math curriculum is not surprising given that a minimum of Algebra II is necessary for adequate college preparation. But an analysis of detailed high school transcript data and employment outcomes suggests that a more rigorous high school math curriculum benefits even those who do not go to college. While math may be difficult for many, our findings indicate that the payoffs for all students may be substantial.
Unsurprising, particularly when one encounters young people unable to comprehend cell phone costs, student loan terms or simply make change.
Related: Math Forum audio / video and Connected Math.
Donna St. George, via a kind reader’s email:
For another semester, Montgomery County high school students flunked their final exams in math courses in startlingly high numbers, according to new figures that show failure rates of 71 percent for Geometry and 68 percent for Algebra 1.
The numbers add to a phenomenon that goes back more than five years and came to widespread public attention this spring, setting off a wave of concern among parents as well as elected officials in the high-performing school system.
Latest math-exam figures show high failure rates persist in the high-performing school system.
The new figures, for exams given in June, show that failure rates worsened in Algebra 1 and Geometry; improved in Precalculus and Bridge to Algebra 2; and stayed fairly even in Algebra 2, Honors Precalculus, Honors Algebra 2 and Honors Geometry.
Overall, 45 percent of high school students in eight math courses failed their June finals — about 14,000 students out of roughly 31,000 enrolled.
Exactly what explains steep failure rates for exam-takers has been an issue of debate in recent months.
In a memo to the school board, School Superintendent Joshua P. Starr released a preliminary figure on test-skipping: As many as 500 students were no-shows for the Algebra 1 exam in June, accounting for one-sixth of the 2,912 students who failed the test.
Starr said student motivation was one of a half-dozen issues under study as a newly created math work group seeks to understand the failure problem and suggest ways to turn it around. Other possible causes cited include alignment between the curriculum and the exam, school system practices and policies, and the “cognitive demands” of the exam.
Related: Math Forum audio & video along with a number of connected matharticles.
2004 (!) Madison West High School math teacher letter to Isthmus on dumbing down the curriculum.
If I was a Seattle Public School parent, I would be getting angry now.
Why? Most Seattle students are receiving an inferior math education using math books and curriculum that will virtually insure they never achieve mastery in key mathematical subjects and thus will be unable to participate in careers that requires mathematical skills.
There are so many signs that a profound problem exists in this city. For example,
Parents see their kids unable to master basic math skills. And they bring home math books that are nearly indecipherable to parents or other potential tutors.
Nearly three quarters of Seattle Community College students require remediation in math.
Over one hundred Seattle students are not able to graduate high school because they could not pass state-mandated math exams.
Minority and economically disadvantaged students are not gaining ground in math.
Much more on Seattle’s math battles, here.
Community college students are needlessly assigned to remedial math classes to learn lessons they won’t use during their studies, according to new research from a Washington, D.C. group.
And the study also found that many high school graduates are not learning subjects they will need to use in their careers.
The study was produced by the Washington, D.C.-based National Center on Education and the Economy and funded by the Bill and Melinda Gates Foundation.
“What these studies show is that our schools do not teach what their students need,” the authors wrote, “while demanding of them what they don’t need; furthermore, the skills that we do teach and that the students do need, the schools teach ineffectively. Perhaps that is where we should begin.”
Related: Math forum audio/video.
Susan Schwartz Wildstrom:
I am moved to respond to Sol Garfunkel’s “Opinion” article.1 I am a long-time high school mathematics teacher in a public school. I started teaching around the time of SMSG and have been in the trenches throughout several of the math wars. I know Dr. Garfunkel’s fine work in creating interesting modeling projects and his outspoken opinion that using technology to solve problems that apply the mathematics we are teaching will better concretize students’ understanding of the underlying mathematics. It sounds like a fine idea, but the reality is often very different.
Our problems in teaching mathematics begin in elementary school. Sadly, many teachers working with our children at the start of their mathematical journeys are not themselves comfortable with the mathematics they are trying to teach. They often only know one way to teach an idea and they may not fully understand how that method works and why it gives the right answers. Such a teacher confronted with an alternate creative method (perhaps suggested by a clever child or a seasoned colleague) may reject the alternative rather than trying to see how and why two methods produce the same result. Beyond stifling the creativity of students and discouraging them from trying to see how the mathematics works, such an approach is not fertile ground for applications and modeling projects in which creative exploration and possibly unorthodox methods are encouraged as a means of truly understanding what is happening. Teachers who lack confidence in their own understanding of the ideas may not want to include these sorts of activities in their classrooms.
Related: Math Forum audio & video.
Days are getting longer, the weather is warmer. The smell of spring is in the air. But if you inhale deeply down by JSCEE, there’s another smell. It’s the smell of math. After years of sideways movement, the stars are aligned for systemic changes to math instruction in Seattle Public Schools.
When you look at Seattle kids’ math achievement against other urban districts, Seattle might seem to be doing OK. As a district-level statistic, we’re not too bad. But closer inspection of disaggregated data and the view from inside the system prompt a cry for help. Seattle still has a large number of struggling students and a persistent achievement gap which we can’t shake. Outside tutoring has become commonplace, with math as the most frequent remediation subject. However, recent national and state developments have identified common ground and outcome-proven methods which can serve as a model for Seattle.
This brings us around to a community support initiative for math education. Seattle has a math-focused School Board, and Seattle’s new superintendent, Jose Banda, came to Seattle from proven math success with a diverse student population in Anaheim. Recent news reports are that staff at JSCEE are planning a K-8 math instructional materials adoption soon. Examples of success are scattered through Seattle classrooms and it’s time for those successes to take root across the district.
Related: Math forum audio/video and Seattle’s “Discovery Math” lawsuit.
Stephanie Sawyer, via a kind reader’s email:
I don’t think the common core math standards are good for most kids, not just the Title I students. While they are certainly more focused than the previous NCTM-inspired state standards, which were a horrifying hodge-podge of material, they still basically put the intellectual cart before the horse. They pay lip service to actually practicing standard algorithms. Seriously, students don’t have to be fluent in addition and subtraction with the standard algorithms until 4th grade?
I teach high school math. I took a break to work in the private sector from 2002 to 2009. Since my return, I have been stunned by my students’ lack of basic skills. How can I teach algebra 2 students about rational expressions when they can’t even deal with fractions with numbers?
Please don’t tell me this is a result of the rote learning that goes on in grade- and middle-school math classes, because I’m pretty sure that’s not what is happening at all. If that were true, I would have a room full of students who could divide fractions. But for some reason, most of them can’t, and don’t even know where to start.
I find it fascinating that students who have been looking at fractions from 3rd grade through 8th grade still can’t actually do anything with them. Yet I can ask adults over 35 how to add fractions and most can tell me. And do it. And I’m fairly certain they get the concept. There is something to be said for “traditional” methods and curriculum when looked at from this perspective.
Grade schools have been using Everyday Math and other incarnations for a good 5 to 10 years now, even more in some parts of the country. These are kids who have been taught the concept way before the algorithm, which is basically what the Common Core seems to promote. I have a 4th grade son who attends a school using Everyday Math. Luckily, he’s sharp enough to overcome the deficits inherent in the program. When asked to convert 568 inches to feet, he told me he needed to divide by 12, since he had to split the 568 into groups of 12. Yippee. He gets the concept. So I said to him, well, do it already! He explained that he couldn’t, since he only knew up to 12 times 12. But he did, after 7 agonizing minutes of developing his own iterated-subtraction-while-tallying system, tell me that 568 inches was 47 feet, 4 inches. Well, he got it right. But to be honest, I was mad; he could’ve done in a minute what ended up taking 7. And he already got the concept, since he knew he had to divide; he just needed to know how to actually do it. From my reading of the common core, that’s a great story. I can’t say I feel the same.
If Everyday Math and similar programs are what is in store for implementing the common core standards for math, then I think we will continue to see an increase in remedial math instruction in high schools and colleges. Or at least an increase in the clientele of the private tutoring centers, which do teach basic math skills.
Related links: Math Forum.
A new study has found that inexperienced teachers in the Los Angeles Unified School District are disproportionately more likely to be assigned to lower-performing math students, perpetuating the achievement gap.
The study also found that L.A. Unified teachers “vary substantially” in their effectiveness, with top teachers able to give students the equivalent of eight additional months of learning in a year compared with weaker instructors.
Such findings raise “deep concerns,” said Drew Furedi, the district’s executive director of talent management, who oversees teacher training. “For us, it’s a call to action.”
The study by the Strategic Data Project, which is affiliated with Harvard University’s Center for Education Policy Research, analyzed the performance of about 30% of L.A. Unified teachers and presented findings based primarily on students’ standardized math test scores from 2005 through 2011 in grades three through eight. The study’s authors acknowledged that test scores were only one measure of teacher effectiveness.
The study also found:
Teacher effects vary substantially in LAUSD, more than in many other districts. The difference between a 25th and 75th percentile elementary math teacher is over one-quarter of a standard deviation, which is roughly equivalent to a student having eight additional months of instruction in a calendar year.
Teach for America and Career Ladder teachers have higher math effects on average than other novices in their first year by 0.05 and 0.03 standard deviations respectively, which is roughly equivalent to one to two months of additional learning. These differences persist over time
The performance of math teachers improved quickly in the first five years, then leveled off.
Those with advanced degrees were no more effective than those without, although L.A. Unified pays more to teachers pursuing such degrees.
Long-term substitute teachers — who have been employed more frequently to fill in amid widespread layoffs — have positive effects in teaching middle-school math
View the complete 1.4MB PDF study, here.
Related: Math forum audio/video.
The University of Wisconsin-La Crosse has received a $50,000 grant to help incoming students who need remedial math courses.
The UW System says one in five incoming freshmen needs remedial math. And for under-represented minority students, that figure is double.
To bring those students up to speed faster, the La Crosse campus is using the grant money to develop an online math course. The program will be available to high school students who want to evaluate how ready they are for college, and for non-traditional students who’ve been away from school and need a refresher before coming back.
Remarkable. Are we making no progress? Perhaps it is time to revisit the math forum audio and video.
Related: What impact do high school mathematics curricula have on college-level mathematics placement? by James Wollack and Michael fish.
Chris Rickert via several kind readers:
Wisconsin has a “long way to go in all our racial/ethnic groups,” said Adam Gamoran, director of the Wisconsin Center for Education Research at UW-Madison.
My hope is that, given Wisconsin’s overwhelmingly white population, proficiency problems among white students will spur more people to push for policies inside and outside of school that help children — all children — learn.
“I hate to look at it that way, but I think you’re absolutely right,” said Kaleem Caire, president and CEO of the Urban League of Greater Madison. “The low performance of white students in our state may just lead to the type and level of change that’s necessary in public education for black and other students of color to succeed as well.”
Indeed, Gamoran said Massachusetts’ implementation of an evaluation system similar to the one Wisconsin is adopting now has been correlated with gains in reading and math proficiency and a narrowing of the racial achievement gap in math. But he emphasized that student achievement is more than just the schools’ responsibility.
Madison has known for a while that its schools are not meeting the needs of too many students of color.
The issue of low expectations and reduced academic standards is not a new one. A few worthwhile, related links:
- April 2004 West High School Math Teacher Letter
Moreover, parents of future West High students should take notice: As you read this, our department is under pressure from the administration and the math coordinator’s office to phase out our “accelerated” course offerings beginning next year. Rather than addressing the problems of equity and closing the gap by identifying minority math talent earlier, and fostering minority participation in the accelerated programs, our administration wants to take the cheaper way out by forcing all kids into a one-size-fits-all curriculum.
It seems the administration and our school board have re-defined “success” as merely producing “fewer failures.” Astonishingly, excellence in student achievement is visited by some school district administrators with apathy at best, and with contempt at worst. But, while raising low achievers is a laudable goal, it is woefully short-sighted and, ironically, racist in the most insidious way. Somehow, limiting opportunities for excellence has become the definition of providing equity! Could there be a greater insult to the minority community?
- 2009: 60% to 42%: Madison School District’s Reading Recovery Effectiveness Lags “National Average”: Administration seeks to continue its use
- 2006: Math Forum audio, video and links
- 2005: When all third graders read at grade level or beyond by the end of the year, the achievement gap will be closed…and not before
- “They’re all rich, white kids and they’ll do just fine” — NOT!
- 2006: Connected Math
- 2005: English 10
- 2009: Action Needed, Please Sign on…. Math Teacher Hiring in the Madison School District
- Madison will spend $374,700,000 to educate 24,861 students during the 2012-2013 school year. $15,071/student.
I read with interest Nathan Comps’ article on the forthcoming 2012-2013 Madison School District budget. Board Vice President Marj Passman lamented:
“If Singapore can put a classroom of students on its money, and we can’t even put our money into children, what kind of country are we?” asks Passman, Madison school board vice president. “It’s going to be a horrible budget this year.”
Yet, according to the World Bank, Singapore spends 63% less per student than we do in America on primary education and 47% less on secondary education. The US spent $10,441/student in 2007-2008 while Madison spent $13,997.27/student during that budget cycle. Madison’s 2011-2012 budget spends $14,858.40/student.
The Economist on per student spending:
Those findings raise what ought to be a fruitful question: what do the successful lot have in common? Yet the answer to that has proved surprisingly elusive. Not more money. Singapore spends less per student than most. Nor more study time. Finnish students begin school later, and study fewer hours, than in other rich countries.
In Finland all new teachers must have a master’s degree. South Korea recruits primary-school teachers from the top 5% of graduates, Singapore and Hong Kong from the top 30%.
Rather than simply throwing more money (Madison taxpayers have long supported above average K-12 spending) at the current processes, perhaps it is time to rethink curriculum and just maybe, give Singapore Math a try in the Madison schools.
Via the Global Report Card. The average Madison student performs better than 23% of Singapore students in Math and 35% in reading.
Oh, the places we go.
I’m glad Matt DeFour and the Wisconsin State Journal obtained the most recent Superintendent Review via open records. We, as a community have come a long way in just a few short years. The lack of Board oversight was a big issue in mid-2000’s competitive school board races. Former Superintendent Art Rainwater had not been reviewed for some time. These links are well worth reading and considering in light of the recent Superintendent review articles, including Chris Rickert’s latest. Rickert mentions a number of local statistics. However, he fails to mention:
- Despite spending nearly $15,000 per student annually, our Reading Results, the District’s job number one, need reform. 60% to 42%: Madison School District’s Reading Recovery Effectiveness Lags “National Average”: Administration seeks to continue its use. This is not a new topic.
- The District’s math program has been an issue for some time, as well (Math Forum).
- How does Madison compare to the World, or other US cities? We can and should do much better.
- What is happening with Madison’s multi-million dollar investment (waste?) in Infinite Campus? Other Districts have been far more successful implementing this important tool.
- Are the District’s tax expenditures well managed?
With respect to the current Superintendent Review, the job pays quite well (IRS income distribution data: table 7), so I believe the position should be fully accountable to parents and taxpayers. Matthew DeFour:
In 2014, Madison superintendent Dan Nerad qualifies for a $37,500 payment for six years of service, which like Gorrell’s would be paid into a retirement account. Nerad already receives an annual $10,000 payment into his retirement account, which is separate from his state pension and in addition to a $201,000 yearly salary.
The current rhetoric is quite a change in just 8 years. (Why did things change? A number of citizens care, decided to run for school board – won – and made a difference…) I certainly hope that the Board and community do not revert to past practice where “we know best” – the status quo – prevailed, as the Obama Administration recently asserted in a vital constitutional matter:
Holder made clear that decisions about which citizens the government can kill are the exclusive province of the executive branch, because only the executive branch possess the “expertise and immediate access to information” to make these life-and-death judgments.
Holder argues that “robust oversight” is provided by Congress, but that “oversight” actually amounts to members of the relevant congressional committees being briefed. Press reports suggest this can simply amount to a curt fax to intelligence committees notifying them after the fact that an American has been added to a “kill list.” It also seems like it would be difficult for Congress to provide “robust oversight” of the targeted killing program when intelligence committee members like Sen. Ron Wyden (D-Ore.) are still demanding to see the actual legal memo justifying the policy.
More, here on the political class and the legal system.
The choice is ours. Use our rights locally/nationally, or lose them.
A look back at previous Madison Superintendents.
High expectations surely begin at the top.
Laurie Rogers, via a kind email:
Last week, I went to a Spokane Public Schools math presentation at Indian Trail Elementary School. It was billed as a forum in the school newsletter and on the reader board outside of the school. It was not, in any way, a forum. It was a tightly controlled 20-minute presentation that offered no data, little information, allowed for no parent input and was patronizing in tone.
At one point, parents were asked to define math to the person next to us. (The principal said he would not offer his definition.) We also were told to describe to our neighbor a math experience we’d had. These conversations ended right there, thus being pointless. We watched a video of several small children talking about the importance of math. The kids were cute, but the video was long. It was made clear to us that math is hard, parents don’t get it (see slide 7 of the presentation), “traditional math” is no longer useful, and math is intimidating to all. Printed materials reinforced the idea of parent incompetence, with students supposedly “taking the lead” and teaching their parents.
Parents were warned to stay positive about math, however, despite our supposed fear and lack of skill, and we also were told what a “balanced” program looks like – as if that’s what Spokane actually has.
Related: Math Forum audio & video.
One recent night, Mackenzie Stassel was cramming for a quiz in her advanced math course in Montgomery County. Her review of the complicated topics followed hours of other homework. Eventually she started to nod off at the table.
It was 11:15 p.m. Mackenzie is a sixth-grader.
There will be fewer such nights in the future for many Montgomery students.
Last month, Maryland’s largest school system announced that it would significantly curtail its practice of pushing large numbers of elementary and middle school students to skip grade levels in math. Parents had questioned the payoff of acceleration; teachers had said students in even the most advanced classes were missing some basics.
Related: Math Forum and Madison’s Math Task Force.
Educators at a small private Christian school in Olde Town Augusta are seeing results with a math curriculum imported from halfway around the world.
For the past three years, Heritage Academy has used Singapore Math as its basal math curriculum for kindergarten through sixth grade.
In the first year the school adopted Singapore Math, all of its kindergarten and first-grade pupils met or exceeded proficiency standards on the Iowa Tests of Basic Skills, as did 80 percent of second-graders.
Why use math from Singapore?
Related: Math Forum Audio/Video.
New spending approved by the Oshkosh school board would cover a gap in math tutoring services that has left four schools with inadequate help for struggling students since last year.
About 13 percent of Oshkosh elementary school students perform below grade level in math, said Director of Curriculum Shelly Muza.
That’s better than the average Wisconsin district, which has about 25 percent of elementary students performing below grade level. But budget cuts in the 2009-10 academic year stripped Oakwood, Carl Traeger, Lakeside and Green Meadow schools of math support services after the board decided to fund the $295,000 program with federal Title I dollars – money given only to schools with higher rates of poverty – instead of general fund dollars.
The remaining math intervention teachers who work one-on-one with struggling students can barely keep up. The equivalent of 4.25 full-time teachers are split between about 570 students in 12 elementary schools, said Muza.
Two relate links: Math Forum Audio, Video & Links; Math Task Force.
Respondents focus their brief on arguing that no reasonable school board would adopt “inquiry-based” high school mathematics textbooks instead of “direct instruction” textbooks. There are “dueling experts” and other conflicting evidence regarding the best available material for teaching high school math, and the Seattle School Board (“the Board”) gave due consideration to both sides of the debate before reaching its quasi legislative decision to adopt the Discovering series and other textbooks on a 4-3 vote.
The trial court erred by substituting its judgment for the Board’s in determining how much weight to place on the conflicting evidence. Several of the “facts” alleged in the Brief of Respondents (“BR”) are inaccurate, misleading, or lack any citation to the record in violation of RAP l0.3(a)(4). The Court should have an accurate view of the facts in the record to decide the important legal issues in this case. The Board is, therefore, compelled to correct any misimpressions that could arise from an unwary reading of respondents’ characterization of the facts.
Much more on the successful citizen lawsuit overturning the Seattle School District’s use of Discovery Math, here. http://seattlemathgroup.blogspot.com/. Clusty Search: Discovery Math.
Local links: Math Task Force, Math Forum Audio/Video and West High School Math Teachers letter to Isthmus.
I know that I’m inviting trouble with this, but something that Reader wrote in a comment on another thread piqued my interest. I would like to discuss only a narrow question. Please don’t expand the discussion.
Writing about Everyday Math and Singapore, Reader wrote: “The fact is, the newer curricula stress more problem solving and discovery. That is, it’s doing more than a lot of older curricula.”
Here’s my question: can problem-solving be taught?
I mean this in the nicest possible way and I don’t have an answer myself. I’m not sure, I’m asking. Can people be taught or trained in problem-solving techniques or is it a talent that some people just natively have more than others? Problem solving requires a certain amount of creativity, doesn’t it? It can require a flexibility of perspective, curiosity, persistence, and pattern recognition. Can these things be taught or trained?
Related: Math Forum audio/video links.
If you are a parent in cities such as Bellevue, Issaquah or Seattle, your kids are being short-changed–being provided an inferior math education that could cripple their future aspirations–and you need to act. This blog will tell the story of an unresponsive and wrong-headed educational bureaucracies that are dead set on continuing in the current direction. And it will tell the story of how this disaster can be turned around. Parent or not, your future depends on dealing with the problem.
Let me provide you with a view from the battlefield of the math “wars”, including some information that is generally not known publicly, or has been actively suppressed by the educational establishment. Of lawsuits and locking parents out of decision making.
I know that some of you would rather that I only talk about weather, but the future of my discipline and of our highly technological society depends on mathematically literate students. Increasingly, I am finding bright students unable to complete a major in atmospheric sciences. All their lives they wanted to be a meteorologist and problems with math had ended their dreams. Most of them had excellent math grades in high school. I have talked in the past about problems with reform or discovery math; an unproven ideology-based instructional approach in vogue among the educational establishment. An approach based on student’s “discovering” math principles, group learning, heavy use of calculators, lack of practice and skills building, and heavy use of superficial “spiraling” of subject matter. As I have noted before in this blog, there is no competent research that shows that this approach works and plenty to show that it doesn’t. But I have covered much of this already in earlier blogs.
Related: Math Forum audio / video.
For entertainment value read the Discovering Math Q&A in this article in the Seattle Times. The Discovering Math guy (1) doesn’t always answer the question asked, (2) answers but doesn’t address the topic properly – see the question on if Discovering Math is “mathematically unsound” and (3) sounds like he works for the district.
Here’s one example:
The Discovering books have been criticized by parents, but they’ve been the top pick of a couple of districts in our area, including Seattle and Issaquah. Any thoughts on why the textbooks seem to be more popular with educators than with parents?
Ryan: I think because (parents) lack familiarity — this doesn’t look like what I was taught. I don’t know how you get students to a place where more is required of them by repeating things that have been done in the past. That’s not how we move forward in life.
Much more on the successful community lawsuit vs. the Seattle School District’s implementation of Discovery Math. Math Forum audio / video.
Sally made 500 gingerbread men. She sold 3/4 of them and gave away 2/5 of the remainder. How many did she give away?
This was one of the homework questions in Craig Parsley’s fifth-grade class. The kids are showing their answers on the overhead projector. They are in a fun mood, using class nicknames. First up is “Crackle,” a boy. The class hears from “Caveman,” “Annapurna,” “Shortcut” and “Fred,” a girl.
Each has drawn a ruler with segments labeled by number — on the problem above, “3/4,” “2/5” and “500.” Below the ruler is some arithmetic and an answer.
“Who has this as a single mathematical expression? Who has the guts?” Parsley asks. No one, yet — but they will.
This is not the way math is taught in other Seattle public schools. It is Singapore Math, adopted from the Asian city-state whose kids test at the top of the world. Since the 2007-08 year, Singapore Math has been taught at Schmitz Park Elementary in West Seattle — and only there in the district.
In the war over school math — in which a judge recently ordered Seattle Public Schools to redo its choice of high-school math — Schmitz Park is a redoubt or, it hopes, a beachhead. North Beach is a redoubt for Saxon Math, a traditional program. Both schools have permission to be different. The rest of the district’s elementary schools use Everyday Math, a curriculum influenced by the constructivist or reform methods.
Related: Math Forum Audio / Video.
The local school district’s increasing use of reform math programs lead to the creation of a “Math Task Force“. The District Administration’s response is outlined in this 2.6MB PDF document:
The purpose of this report is to describe the recomrnendations in response to the Madison Metropolitan School District Mathematics Task Force Report: Review of Mathematics Curriculum and Related Issues, submitted to the Board of Education June, 2008.
Administrative Recommendations Summary The materials included in this packet update and replace those distributed to the Board of Education in April 2009. Included in the materials is a proposed budget.
Middle School Mathematics Specialists (see Recommendations 1-5)
The Superintendent and UW-Madison Deans of Letters and Sciences and the School of Education commissioned a representative and collaborative group to design a professional development plan for this initiative. The group was convened in June and has since met four times during the summer to research and design a professional development plan to support middle school mathematics teachers.
The Middle School Math Partnership committee has tentatively planned five courses for the professional development proposal. Those courses are Number and Generalization, Rational Number and Proportional Reasoning, Geometry, Measurement and Trigonometry, and Algebra and Functions. The courses would be spread out over two years and be co-facilitated by UW and MMSD staff.
Research, data gathering and design will continue through 2009-2010 with the initial cohort of middle school teachers beginning in summer 2010. Upon completion of an initial draft, the plan will be presented to district teachers for further input and refinement.
In collaboration with the above group, a National Science Foundation Targeted Partnership proposal, Professional Learning Partnership K-20 (PLP K-20), was submitted on August 20, 2009. A UW-Madison and MMSD team of nearly 30 members worked during the summer to craft a proposal focused on systemic and sustainable mathematics professional development. The vision described in the proposal creates “a lasting interface to coordinate material, human, social, and cyber resources” among the UW-Madison and District. The principal investigator of the NSF proposal is Eric Wilcots. Co-Pl’s include Provost Deluca, Superintendent Nerad, Dean Sandefur and Dean Underwood.
Background notes and links:
Again, it will be interesting to see what, if any substantive changes occur in the local math programs.
Superintendent Dan Nerad [64K PDF]:
MMSD has begun a three-year implementation plan to achieve an equitable and balanced mathematics program at tbe elementary level. The plan was developed and refined through collaboration with teachers, Instructional Resource Teachers and principals over the course of the past several years. The plan includes the materials described below (details via this 64K PDF),
With the attached order, MMSD has provided each classroom teacher in the District with a Learning Mathematics in the Primary/Intermediate Grades instructional guide and the set of teacher resources from the Investigations program. The third component of the teacher materials is Teaching Student Centered Mathematics by John Van de Walle, which is in place in most classrooms but will continue to be ordered using ELM or Title I funds, as necessary. Additional professional resources have been or are being purchased at the building level to create a library available for all staff to access as needed. Those resources include Primary Mathematics textbooks and teacher guides, Thinking Mathematically and Children’s Mathematics by Thomas Carpenter, Teaching Number series from Wright, among other recommended titles.
MMSD has provided all Title I schools with the Primary Mathematics (Singapore) workbooks and Extra Practice workbooks for the 2009-2010 school year. All manipulatives have been ordered for Title I schools over tbe past two years and are in place. Non-Title I schools have been and will continue to use ELM funds to purchase tbe student components for the implementation of a balanced mathematics classroom.
26MB mp3 audio file. Marj Passman, Lucy Mathiak and Maya Cole raised a number of questions regarding the purchase of $69K worth of Singapore Math Workbooks (using Federal tax dollars via “Title 1“) without textbooks or teacher’s guides at Monday evening’s Board Meeting. The purchase proceeded, via a 5-2 vote. Ed Hughes and Beth Moss supported the Administration’s request, along with three other board members.
The Madison Math Task Force Report [3.9MB PDF] found that local elementary school teachers used the following curricular materials (page 166):
What, if anything has the Math Task Force report addressed?
James Wollack & Michael Fish [280K PDF], via a kind reader’s email UW Center for Placement Testing [Link to Papers]:
- CORE-Plus students performed significantly less well on math placement test and ACT-M than did traditional students
- Change in performance was observed immediately after switch
- Score trends throughout CORE-Plus years actually decreased slightly – Inconsistent with a teacher learning-curve hypothesis
- CORE-AP students fared much better, but not as well as the traditional – AP students – Both sample sizes were low
[280K PDF Complete Presentation]
The most recent research from the U.S. Department of Education shows that American 15-year-olds are behind their International counterparts when it comes to problem solving and math literacy.
The report showed the U.S. ranks 24th out of 29 nations.
But a math program, gaining in popularity, is trying to change that.
The program is called Everyday Math.
Lori Rusch is a fourth grade teacher at Middleton’s Elm Lawn Elementary. This year she teaches an advanced math class.
On Monday, students in Rusch’s class were mastering fractions and percentages.
But her students began learning fractions and percentages in first grade.
“We’ve been incredibly successful with it,” said Middleton’s curriculum director George Marvoulis. “Our students on all of our comparative assessments like WKCE, Explorer Plan, ACT, our students score higher in math than any other subject area so we’ve been very pleased.”
According to Marvoulis, Middleton was one of the first school districts in the nation to use the Everyday Math program in 1994.
“The concept is kind of a toolbox of different tools they can use to solve a problem,” explained Marvoulis.
Related: Math Forum and Clusty Search on Everyday Math.
Monday evening’s Madison School Board meeting will discuss a proposal to increase math teacher training and add staff to the Teaching & Learning Department. 215K PDF.
Interestingly, the latest document includes these words:
MMSD Teaching & Learning Staff and local Institute of Higher Education (IHE) Faculty work collaboratively to design a two-year professional development program aimed at deepening the mathematical content knowledge of MMSD middle school mathematics…
It is unusual to not mention the University of Wisconsin School of Education in these documents…. The UW-Madison School of Education has had a significant role in many Madison School District curriculum initiatives.
The Madison School District Board of Education will discuss this “Administrative Response” to the recent Math Task Force [452K PDF]. Links: Math Task Force, Math Forum and a letter to Isthmus from a group of West High School Math Teachers.
This paper is a synthesis of case studies of four districts that implemented multifaceted reforms aimed at offering rigorous instruction in mathematics and science for all students as part of a National Science Foundation-supported partnership. A common theory of action aimed for a rigorous curriculum, professional development delivered close to the point of instruction, monitoring of instructional quality, and system coordination. Immersion units would offer an in-depth experience in scientific inquiry to all students. The theory of action was successful in many ways. Excellent access to top management allowed the partnership to assist with multiple aligned dimensions of instructional guidance. The biggest obstacles were turnover in district leadership, loose coupling across departments, attenuation of vertical alignment through overload of instructional guidance, and insufficient budget for adequate school site support (e.g., coaches). Greater coherence resulted from delivery of instructional guidance closer to schools and teachers, as with science immersion. The study suggests that complete, affordable packages of instructional guidance delivered to the school level district-wide might be the best model for district reform.
Related: Math Forum, Madison School District’s Math Task Force and the significant role that the UW-Madison School of Education has had in Madison School District curriculum decisions (see links and notes in this post’s comments)
W. Stephen Wilson: 285K PDF via a kind reader’s email:
A few basic goals of high school mathematics will be looked at closely in the top programs chosen for high school by the state of Washington. Our concern will be with the mathematical development and coherence of the programs and not with issues of pedagogy.
Algebra: linear functions, equations, and inequalities
We examine the algebraic concepts and skills associated with linear functions because they are a critical foundation for the further study of algebra. We focus our evaluation of the programs on the following Washington standard: A1.4.B Write and graph an equation for a line given the slope and the y intercept, the slope and a point on the line, or two points on the line, and translate between forms of linear equations.
We also consider how well the programs meet the following important standard: A1.1.B Solve problems that can be represented by linear functions, equations, and inequalities.
Linear functions, equations, and inequalities in Holt
We review Chapter 5 of Holt Algebra 1 on linear functions.
The study of linear equations and their graphs in Chapter 5 begins with a flawed foundation. Because this is so common, it will not be emphasized, but teachers need to compensate for these problems.
Three foundational issues are not dealt with at all. First, it is not shown that the definition of slope works for a line in the plane. The definition, as given, produces a ratio for every pair of points on the line. It is true that for a line these are all the same ratios, but no attempt is made to show that. Second, no attempt is made to show that a line in the plane is the graph of a linear equation; it is just asserted.
Third, it not shown that the graph of a linear equation is a line; again, it is just asserted.
Related: Math Forum and Madison’s Math Task Force.