Re: Forwarded article from the Los Angeles Times...
Vern Kays (vkays@RICHLAND.CC.IL.US)
Wed, 22 Jan 1997 22:13:37 -0600
I hope that those who are opposed to the changes (reforms) expected from the
NCTM Standards, AMATYC Standards, and the Reform Calculus take time the look
at the outcomes of the Third International Mathematics and Science Survey,
(TIMSS). It clearly states that our students are not that different from
the best countries in terms of attitude and life styles. They watch as much
tv. They beleive much the same as our students. What is different and
significant is what is taught. The top performing countries teach about 75%
of the time concept development and about 25 % of the time precedure and
drill. In the US where we actually spend more total time in class, we do
just the opposite, 78% procedures & drill and 22 % concept development &
problem solving. The research is in folks get over it. If we are to truely
teach to the students we have we cannot do it in the same old ways. The
foundation of mathematics education for ALL and not just those who learn by
lecture is not less rior but faculties presenting very different questions
that take the mathematics students must to a different level of
understanding using a broad variety of tools. The students we have for the
most part learn better in collaborative settings, engaged in "useful" "real"
mathematics, with technology embedded in the learning not just as a check
for correctness. The Rule of Four important. Student must be able to 1.DO
and COMMUNICATE mathematics 2. algebraically, 3.numberically, and 4.
graphically. It is my hope that the students' ability to use technology
both calculators and computers with mathematical competence is more
important today then it has ever been.
Students will remember what is important. If we do not teach what is
important, we are simply creating another fruitless obsticale (SP?) that
gets in the way of learning.
I asked my college algebra class how many were going to take calculus? Of
the 27 in class 3 sort of raised their hands. Almost all of the skills and
concepts taught in the course are pointing towards calculus. And this
course requires a graphing calculator. It makes no sense, they will more
likely need to use concepts and problems solving skills of a different kind
of mathematics. It will surely involve appropriate application of technology.
I could rant on but I am exhausted. Appologies to any offened. Tomorrow I
get to use technology to interpret data, not just draw funny boxes by hand.
Sincerely,
Vern Kays