"Why Americans Stink at Math" . . (way OT)

Search
Go

Discussion Topic

Return to Forum List
Post a Reply
Messages 241 - 260 of total 292 in this topic << First  |  < Previous  |  Show All  |  Next >  |  Last >>
rgold

Trad climber
Poughkeepsie, NY
Nov 11, 2014 - 02:11pm PT
Although I have been arguing that at least some aspects of the common core seem to make sense, the nature of its implementation seems to be a burgeoning problem, and much (but not all) of the frustration expressed here relate to the destructive side-effects of an evaluation-driven culture.

Yes, we still have the problem that some people, even and sometimes especially those with technical backgrounds, really don't understand mathematics and seem incapable of fathoming the difference between rote algorithmic competence and anything recognizable as understanding. That said, the destructive effects of current education policies on good teaching are becoming increasingly evident. The following letter of resignation from a social studies teacher captures many of the issues:

Source: http://www.dailykos.com/story/2014/11/10/1343935/-Teacher-s-resignation-letter-My-profession-no-longer-exists?detail=email

Mr. Casey Barduhn, Superintendent
Westhill Central School District
400 Walberta Park Road
Syracuse, New York 13219

Dear Mr. Barduhn and Board of Education Members:

It is with the deepest regret that I must retire at the close of this school year, ending my more than twenty-seven years of service at Westhill on June 30, under the provisions of the 2012-15 contract. I assume that I will be eligible for any local or state incentives that may be offered prior to my date of actual retirement and I trust that I may return to the high school at some point as a substitute teacher.

As with Lincoln and Springfield, I have grown from a young to an old man here; my brother died while we were both employed here; my daughter was educated here, and I have been touched by and hope that I have touched hundreds of lives in my time here. I know that I have been fortunate to work with a small core of some of the finest students and educators on the planet.

I came to teaching forty years ago this month and have been lucky enough to work at a small liberal arts college, a major university and this superior secondary school. To me, history has been so very much more than a mere job, it has truly been my life, always driving my travel, guiding all of my reading and even dictating my television and movie viewing. Rarely have I engaged in any of these activities without an eye to my classroom and what I might employ in a lesson, a lecture or a presentation. With regard to my profession, I have truly attempted to live John Dewey’s famous quotation (now likely cliché with me, I’ve used it so very often) that “Education is not preparation for life, education is life itself.” This type of total immersion is what I have always referred to as teaching “heavy,” working hard, spending time, researching, attending to details and never feeling satisfied that I knew enough on any topic. I now find that this approach to my profession is not only devalued, but denigrated and perhaps, in some quarters despised. STEM rules the day and “data driven” education seeks only conformity, standardization, testing and a zombie-like adherence to the shallow and generic Common Core, along with a lockstep of oversimplified so-called Essential Learnings. Creativity, academic freedom, teacher autonomy, experimentation and innovation are being stifled in a misguided effort to fix what is not broken in our system of public education and particularly not at Westhill.

A long train of failures has brought us to this unfortunate pass. In their pursuit of Federal tax dollars, our legislators have failed us by selling children out to private industries such as Pearson Education. The New York State United Teachers union has let down its membership by failing to mount a much more effective and vigorous campaign against this same costly and dangerous debacle. Finally, it is with sad reluctance that I say our own administration has been both uncommunicative and unresponsive to the concerns and needs of our staff and students by establishing testing and evaluation systems that are Byzantine at best and at worst, draconian. This situation has been exacerbated by other actions of the administration, in either refusing to call open forum meetings to discuss these pressing issues, or by so constraining the time limits of such meetings that little more than a conveying of information could take place. This lack of leadership at every level has only served to produce confusion, a loss of confidence and a dramatic and rapid decaying of morale. The repercussions of these ill-conceived policies will be telling and shall resound to the detriment of education for years to come. The analogy that this process is like building the airplane while we are flying would strike terror in the heart of anyone should it be applied to an actual airplane flight, a medical procedure, or even a home repair. Why should it be acceptable in our careers and in the education of our children?

My profession is being demeaned by a pervasive atmosphere of distrust, dictating that teachers cannot be permitted to develop and administer their own quizzes and tests (now titled as generic “assessments”) or grade their own students’ examinations. The development of plans, choice of lessons and the materials to be employed are increasingly expected to be common to all teachers in a given subject. This approach not only strangles creativity, it smothers the development of critical thinking in our students and assumes a one-size-fits-all mentality more appropriate to the assembly line than to the classroom. Teacher planning time has also now been so greatly eroded by a constant need to “prove up” our worth to the tyranny of APPR (through the submission of plans, materials and “artifacts” from our teaching) that there is little time for us to carefully critique student work, engage in informal intellectual discussions with our students and colleagues, or conduct research and seek personal improvement through independent study. We have become increasingly evaluation and not knowledge driven. Process has become our most important product, to twist a phrase from corporate America, which seems doubly appropriate to this case.

After writing all of this I realize that I am not leaving my profession, in truth, it has left me. It no longer exists. I feel as though I have played some game halfway through its fourth quarter, a timeout has been called, my teammates’ hands have all been tied, the goal posts moved, all previously scored points and honors expunged and all of the rules altered.

For the last decade or so, I have had two signs hanging above the blackboard at the front of my classroom, they read, “Words Matter” and “Ideas Matter”. While I still believe these simple statements to be true, I don’t feel that those currently driving public education have any inkling of what they mean.

Sincerely and with regret,

Gerald J. Conti
Social Studies Department Leader
Binks

climber
Uranus
Nov 11, 2014 - 02:30pm PT
I took math up to Vector Calculus. I rarely even use algebra. I use recursion every now and then in programming. Why do we need to learn all this math anyway? If I need to use it, I look it up on the internet. College isn't even necessary these days. Skip the debt, learn what you need to know on the job or taking online classes. I'm way ahead of my friends who went all in for the phd. They are still living in grass huts and complaining about privilege.
Reilly

Mountain climber
The Other Monrovia- CA
Nov 11, 2014 - 02:39pm PT
Why do we need to learn all this math anyway?

You never know when you might want to go back to school and get a degree in
physics or rocket science, do you? So who the hell is taking all this math?
Clearly a lot more are taking it than getting it. Most Americans are still
completely mystified by compound interest.

"How did my credit card balance get so high?"
JEleazarian

Trad climber
Fresno CA
Nov 11, 2014 - 02:42pm PT
My favorite math prof when I was an undergrad at Berkeley, Hung-Hsi Wu, has co-authored a couple of opinion pieces for the Wall Street Journal in support of the Common Core math standards, so it's been hard for me to dismiss them. Unfortunately, as you point out, Richie, the implementation seems to leave much to be desired.

The letter you copied hits hard, but it ignores a lot of the symptoms that led to the destructive trends about which its writer complains. In particular, employers outside (and, I suspect, even inside to a certain extent) academia find educational credentials meaningless. A high school or college diploma carries with it no reasonable expectation of any particular knowledge or skill.

Frustrated employers started demanding some evidence that graduates demonstrate certain minimum skills and knowledge. Those same employers concluded that neither grades nor graduation gave the desired assurance. The standardized tests and curricula were a ham-handed attempt to convey the desired assurance.

I find it particularly interesting that many professions with demanding postgraduate educational requirments still administer tests outside of those administered in school. Lawyers must deal with bar exams, physicians with board certifications, etc. Why don't I hear law or medical faculty decrying the influence of those tests?

In contrast, I see school districts misusing test results to judge value - when we should measure educators by their value added - and teachers railing against outside testing rather than the misuse of those tests. I find it quite telling that the writer complains that the unions don't do enough to fight the imposition of those outside standards and measurements, but makes no demand that the unions propose something better.

When teachers organize to promote better teaching, rather than to oppose burdensome or insulting requirements, we can hope for real progress. Until then, I'm not holding my breath for better American performance in math, or in education generally.

John



WBraun

climber
Nov 11, 2014 - 02:56pm PT
All these so called math guys who think they're smart are actually stooopid.

They all have to hire guys that know no math to do all their work for them since all they know is one dimensional ....
JEleazarian

Trad climber
Fresno CA
Nov 11, 2014 - 03:12pm PT
Now wait a minute, Werner! Just because mere arithmetic differs from "real" math is no reason to criticize mathematicians.

I must admit, though, that one undergraduate linear algebra midterm at Berkeley had four numeric answers, all of which I got wrong because I was too hasty and sloppy in my arithmetic, and the prof still gave me 100% because my methods were right.

John
sullly

Gym climber
Nov 11, 2014 - 03:24pm PT
I teach Common Core high school standards daily, preferring them to the former CA state standards. It's exciting planning new units and authentic assessments with others. I am forced to teach new works, while getting to revive and share what I did in the 90s.

Not many weighing in here are actually in the trenches. You are college teachers, lawyers...

My union kicks ass, John E.. Countless union leaders have retired in my area, so a new crop is getting its sea legs. Hence the wobble.

As for the letter quoted above, the fellow could have used a change in school sites a few times.

Lorenzo

Trad climber
Oregon
Nov 11, 2014 - 04:06pm PT
Big controversy here in Oregon this week because kids are being traumatized by taking tests.

It seems they are expected to actually know some math.
neebee

Social climber
calif/texas
Nov 11, 2014 - 04:19pm PT
hey there say johnEleazarian and all...

i just recently got curious, about an abacus... as, i had seen one at someones house, as a kid...

somehow, i 'ran' into one, one the web and looked up more about it, to read-up on them...

such an old time, 'always been around' hardy thing, :) as to basics, :))


so, i practiced a bit online and then went and got one from amazon...
for me, that goes 'blank' at math, and transposes various combo letters or numbers... THIS was just beads... so i thought i'd give a go...

oddly, it is working out nice (though i HAD to put a few markers, scratches, on it, so i do not 'flip' my vision of it)...

well, it is helping me sort the thoughts in my head... expecailly when i have to subtract... i need to REDO the beads...
have to take out ONE pretty bead and put back TWO pretty beads on the other stick, so that i will have ENOUGH neat little beads to subtract with ...

once in a while i get stuck on which pole to adjust, but, i reckon, so far, as FAR left, as you need to...


i practice on my check book, which is already figured out, as to what i have taken out, etc... for to see if i get the beads right...



onward and upward, ... not sure how much it is helping my MATH but it sure is helping my brain and i do see in pictures, anyway, so i 'don't panic' at the numbers... :O


wish my daddy was still alive, somehow, i think he'd have enjoyed this
adventure of mine... :)
:(


edit:

http://www.alcula.com/suanpan.php


oh, there is also this one, too:
http://www.alcula.com/soroban.php
crankster

Trad climber
Nov 11, 2014 - 05:06pm PT
All these so called math guys who think they're smart are actually stooopid.
^^^
photo not found
Missing photo ID#386021
rgold

Trad climber
Poughkeepsie, NY
Nov 11, 2014 - 06:21pm PT
Neebee's story about the abacus reminds me about the origins of calculus. Not the subject, the name. All you medical types know that a calculus is a stone (usually or perhaps always a kidney stone). And that is the original meaning of the word, stone or pebble.

Although Asians were clever enough to put beads on a stick, Greek and Roman merchants reckoned with pebbles manipulated in grooves in the dirt in the same way as the abacus is used. The same fundamental concepts of place value that eventually led to Arabic numeration were present in those pebble systems. And the manipulation of pebbles, of calculi, became associated with having a system for obtaining mathematical results, so much so that it seems only the medical world continues to use calculus in something like its original sense. For the rest of us, calculus and its associated term calculate are mathematical notions.

In the spirit of a return to ancient times, one apparently embraced by the American electorate, I propose that henceforward the Stonemasters be referred to as the Calculusmasters.
yanqui

climber
Balcarce, Argentina
Nov 11, 2014 - 06:45pm PT
All these so called math guys who think they're smart are actually stooopid. Blah blah ... all they know is one dimensional

Mathematicians may be stooopid, but at least they're smart enough to know that some of the most interesting questions in analysis actually occur in infinitely many dimensions.
wbw

Trad climber
'cross the great divide
Topic Author's Reply - Nov 11, 2014 - 07:00pm PT
When teachers organize to promote better teaching, rather than to oppose burdensome or insulting requirements, we can hope for real progress.

I'm not a big union guy, but when teachers organize to oppose burdensome requirements, don't you think that might just be because burdensome requirements hinder better teaching? Your statement makes very little sense, and wreaks of the typical arrogance that many other professionals such as lawyers or investors have towards teachers. I got news for you: we're not all idiots.

The letter written by the teacher in Syracuse hits the nail on the head. I think what he is trying to say is that for his entire working life he has dedicated himself to being the best teacher he can, and because people perceive that ALL education in the US sucks, he's being forced teach a poorly designed curriculum (Common Core) that is 100% owned and operated by Pearson, Prentice-Hall (which is true), in the name of educational reform.

The Common Core demands that I teach more content in my classes than ever before. (Even though advocates that don't actually know will claim otherwise.) The kids I teach are missing more class than ever for these stupid tests such as CMAS and PARCC, and its all technology-based testing. They are getting tested to death, when they would rather be in a classroom with one of the many excellent teachers at my school.

With the new evaluation system here in CO, I am definitely spending more time proving my worth as a teacher by documenting inane aspects of my job, and it is taking valuable time away from the time I spend trying to actually improve my craft. All the serious, good teachers at my school feel this way.
JEleazarian

Trad climber
Fresno CA
Nov 11, 2014 - 07:14pm PT
wbw, my daughter and son-in-law both teach high school math, and they're no idiots. What they think of some of their particularly gung-ho-union colleagues is a different matter entirely.

Of course burdensome requirements can get in the way of teaching. What I ask, however, is that the union-types offer something else that actually helps deal with the problem the rest of the world sees, viz. poorly-trained students with diplomas.

John
wbw

Trad climber
'cross the great divide
Topic Author's Reply - Nov 11, 2014 - 07:27pm PT
http://educationnext.org/the-common-core-math-standards/

For those wondering what is wrong with the Common Core, there are some very interesting comments made in this article by a math professor who sat on the Governors' Advisory Board for the Common Core.

WSW: When you are so far behind, comparing the United States with better-performing countries through the incredibly narrow lens of standards doesn’t make a lot of sense. I think Common Core is in the same ball park, certainly not up there with the best of countries, but Common Core isn’t up there with the best state standards either, and what does that mean? Look at California’s standards for example. They are great standards and have been unchanged for over a decade, but many in math education hate them. They think they are all about rote mathematics, but I think such people have little understanding of mathematics.

So, let’s just pretend for a moment that Common Core is just as good as the very best. Who, in education circles, will agree with that enough to put it all in practice? The standard algorithm deniers will teach multiple ways to multiply numbers and mention the standard algorithm one day in passing. Korea will say “no calculators” in K–12, a little extreme perhaps, but some in the U.S. will say “appropriate tools” means calculators in 4th grade. We, in this country, are still not on the same page about what content is most important, even if everyone says they’ll take Common Core. Without a unified, concerted effort to teach real mathematics, there isn’t much chance of catching up.[
Ed Hartouni

Trad climber
Livermore, CA
Nov 11, 2014 - 08:20pm PT
John wrote: ...In particular, employers outside (and, I suspect, even inside to a certain extent) academia find educational credentials meaningless. A high school or college diploma carries with it no reasonable expectation of any particular knowledge or skill.

Frustrated employers started demanding some evidence that graduates demonstrate certain minimum skills and knowledge. Those same employers concluded that neither grades nor graduation gave the desired assurance. The standardized tests and curricula were a ham-handed attempt to convey the desired assurance.


I don't recall when education became a certification process for the private sector. In particular, given the general reluctance to pay local taxes to support the education system, why would the concerns of the private sector be relevant to the discussion?

As I've said many times in the past, the four years I spent as an undergraduate, and eight years at graduate school was not an "investment" in my future, at least I didn't see it as such at the time and I had little belief that I would be stamped "certified" and then accepted in some private sector job. I didn't quite know what job I would do, but certainly those 12 years were an intellectual adventure for me. It turns out that I did make a career in science, and I'm lucky that it was a very good career, at least as successful as some others I might have pursued.

I do understand the standpoint of the value proposition implied by investment in education, but as others have pointed out in this discussion, going to school isn't the only path to a successful life.
rottingjohnny

Sport climber
mammoth lakes ca
Nov 11, 2014 - 08:39pm PT
Can compund interest be computed via slide rule...?
Ed Hartouni

Trad climber
Livermore, CA
Nov 11, 2014 - 09:05pm PT
Can compund interest be computed via slide rule...?

maybe define "compund"? then we can talk about the computation... what part of the new curriculum has spelling in it?
rgold

Trad climber
Poughkeepsie, NY
Nov 11, 2014 - 11:25pm PT
In particular, employers outside (and, I suspect, even inside to a certain extent) academia find educational credentials meaningless. A high school or college diploma carries with it no reasonable expectation of any particular knowledge or skill.

Wow, John, that's quite an overstatement.

Frustrated employers started demanding some evidence that graduates demonstrate certain minimum skills and knowledge. Those same employers concluded that neither grades nor graduation gave the desired assurance. The standardized tests and curricula were a ham-handed attempt to convey the desired assurance.

I'm not at all sure efforts at reform were driven by employers, though they may have piled on after the fact. Indeed, if the point of education is to train the citizenry for employment, then why isn't education funded by the industries that benefit from the training? Why are we paying tax dollars to fund employee training programs?

I don't think employee training was ever supposed to be the point of public education.

I'm sure the educational world has been swept by reform movements from its inception. The first one I was aware of is probably Plato's Academy, which said on the entrance, "Let no one ignorant of geometry enter here." It is worth thinking about this a bit, because Plato was not in the geometry business at all, and no doubt he had some students who said, "we never use geometry here, so why did I waste all that time learning it?" Three thousand years later we hear the same echo today from people who don't seem to realize how their education may have shaped their abilities.

The first reform I experienced was the Sputnik crisis, when the USSR put the first satellite into space. Life magazine ran an article purporting to compare the lives of typical students in the US and the USSR. The US students were cheering for football teams and preparing for proms, while the USSR students were staying up all night studying.

Government, not private, money flowed into what are now called the STEM fields, and presto, we landed first on the moon. The mathematics reform at the time was called New Math. Tom Lehrer wrote a funny song about it. It was part of an educational enterprise that created a generation of scientists who fueled American primacy in science and engineering for years, but it was deemed a failure and is still referred to as an example of bad educational reform. Many of the complaints were the same: the parents didn't understand it and some of the teachers didn't either, features which, if you think about it for moment, might just as well be signs of quality too.

I'm willing to wager many of the principles of the New Math can be found in the Core Curriculum Standards. The difference then and now is that having promulgated the ideas, the reformers trusted the teachers to implement them. The current system seems to begin with an implicit assumption of teacher incompetence and then tries to make those benighted souls support standards the system implicitly assumes they are too incompetent to implement. Is it really any great surprise that this is not working well?

I find it particularly interesting that many professions with demanding postgraduate educational requirments still administer tests outside of those administered in school. Lawyers must deal with bar exams, physicians with board certifications, etc. Why don't I hear law or medical faculty decrying the influence of those tests?

I'd guess there are several reasons. One is that the tests are administered once at the end of years of education, rather than the current moment-to-moment intrusions that distort the everyday fabric of the classroom. The content of those tests is made available to students to study, and it is the responsibility of the students to learn the material on the test. In particular, the material on the test may not be what was taught in those postgraduate courses, it being assumed that the courses provided the skills and knowledge that would enable the students to master new material of importance. This is particularly true of Bar exams, which are tailored to state law. The whole situation is about as far from the testing programs in elementary and secondary education as it is possible to get.

Another is that, at least for now, faculty in these demanding postgraduate fields are not held personally responsible for their student's performance on the exams (although this might change). The role of student effort and preparation in passing the exams is recognized as a primary ingredient in success, and no one thinks that the faculty is somehow responsible for forcing or motivating those efforts.

And another is, I think, that by and large the faculty are either in charge of designing the exam questions or at least have considerable trust in those who do.

I don't think any of these conditions apply in the case of elementary and secondary educational testing.


When teachers organize to promote better teaching, rather than to oppose burdensome or insulting requirements, we can hope for real progress. Until then, I'm not holding my breath for better American performance in math, or in education generally.

I think teachers have been organizing to promote better teaching for years. In mathematics, there is, for instance the NCTM, the National Council of Teachers of Mathematics and I'm pretty sure there are analogous very active groups in most of the major fields. I'm also pretty sure that the unions have invested many resources into improving teaching. I know this to be true in New York State and assume it to be the case elsewhere.

But I also think it fair to point out that the US system, in marked contrast to at least some of the Asian systems, makes it almost impossible for teachers to meet and collaborate and so advance their professional standards and abilities. US teachers are almost prisoners in their classrooms with little or no ability to interact on a professional basis with other teachers, and little if any useful mentoring. New teachers are basically thrown into the deep end to see if they sink or swim, in a system that devises ever more ways of sinking while providing inadequate support for swimming.
Degaine

climber
Nov 12, 2014 - 12:10am PT
Binks wrote:
I took math up to Vector Calculus. I rarely even use algebra. I use recursion every now and then in programming. Why do we need to learn all this math anyway? If I need to use it, I look it up on the internet. College isn't even necessary these days. Skip the debt, learn what you need to know on the job or taking online classes. I'm way ahead of my friends who went all in for the phd. They are still living in grass huts and complaining about privilege.


Tone is difficult to express on the two-dimensional Internet, so I'll take your post as tongue-in-cheek.

In the event that you are actually serious, math contributes to developing your brain muscle (analytic skills), doesn't matter if you don't use specific calculus equations in your daily life.
Messages 241 - 260 of total 292 in this topic << First  |  < Previous  |  Show All  |  Next >  |  Last >>
Return to Forum List
Post a Reply
 
Our Guidebooks
Check 'em out!
SuperTopo Guidebooks


Try a free sample topo!

 
SuperTopo on the Web

Review Categories
Recent Trip Report and Articles
Recent Route Beta
Recent Gear Reviews