good response, I am still looking at your book looks pretty good so far.
1. I think that is why we changed the title of the content to foundation in
the standards document.
2. Is it not time we talk about the content. What do we want them to do.
I do not like the current placement tests (all skills little understanding).
3. I have been reading "Five Equations That Changed the World." by Michael
Guillen, Ph.D. and Mathematical Scandals by Theoni Pappas. Nice Reads,
humanizing the mathematics. But more importantly connecting the the
Mathematics to the world. I think our current foundation courses are not
well connect to the student in many ways.
4. How are your all bring implementing the foundation content recommendations?
5. Too much learning is about what I call the Military way of learning. My
son currently in the military and doing very well for which I am extremely
greatful. Military learning is often done as follows; spend a week
learning a large set of content, take a test and then dump. Learn some more
and then dump again. They know that in their jobs, they will be trained
again where it will be retained because they have to use it. Until students
have to use what we teach ( not just the logic issues please) or better yet
what they learn, they will do what we all do. Forget. Foundation courses
should be to build more than just factoring or manipulation. Understanding
and application, synthesis and other goood "Bloom levels of learning" are
more important if students are to make learning mathematic "real" for students.
6. A lot of this "cost stuff" is a continued reaction that will separate
the "haves" from the "have nots" Some want to change our opportunity system
to a more european system which is "Class based or in the U. S. class means
money" opps the demon is named. In eighth grade you will be labeled by
some test. Jane gets to be a doctor, Sam a carpenter, and Sally an
elemenatry teacher. If god forbid you decide not to do your choose career
then you are on your own.
7. The failure of the education community to defend agains the "Education
as a business for profit mentality" is why much of what is being demanded as
change continues. Now I do not disagree with accountability but the bottom
line is not what teaching/learning as all about or what it should be about.
8. Finally, if we are to really make significant change in the mathematics
education some of us have to fundatmentally change the way we teach. What
was thought as teaching at the turn of the century, or even 40 years ago is
not what is needed for today or the future.
9. Technology is not the problem either. It is the failure of teachers to
think carefully before using it. And the failure of students to see
technology as a learning tool not just a way to find the "answer".
10. Finally, sometime I think the need to change the question is more
important than what the anwers are or will be.
Respectfully,
Vern Kays
The more you complain the longer God makes you stick around.
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