I DO NOT think reform mathematics is either the cause or effect of "dumbing
down" the curriculum. I, too, believe in reform math curriculum. (I can't
imagine teaching pre-calc or calc without technology (We use the 82 for
pre-calc and the 85 for calc.).
All I was trying to say is that it doesn't matter what the curriculum is if
we set the bar so low that every one can jump over it with little or no effort.
Case in point: Last week I walked into my college algebra class. There
were 18 students in the class. Someone asked me to work homework problem
#9. (Graph a parabola.) I copied the equation on the bard and asked, "What
do we do first?" Dead silence. I asked again. Dead silence. I then
asked, "How many of you have even opened up the book since you walkde out of
class two days ago?" Three people raised their hands.
I have a couple of non-traditional students in this class. They are
motivated and are working. They have come to me throughout the semester and
expressed shock at how little effort the class is putting forth. Both have
told me that they think over have the class NEVER opens a book outside of class.
These are the students that I am talking about that need to be re-introduced
to failure. Now that the semester is nearly over, they will come to me and
ask what they can do to pass. ("I do real well on book reports and bulletin
boards.")
Note: Our college usually has about a 60% attrition rate in this "core course."
One of the many things I appreciate about this list is I see so many people
out there working hard to challenge students and help them succeed. I
apppreciate how hard y'all are working. It encourages me to know I am not
alone in wanting students to succeed and not just "pass the course."
Keep up the good work!!
Bret Taylor Lake-Sumter Community College Leesburg FL
"It matters not the subject taught, nor all the books on all the shelves.
What matters more, yes most of all, is what the teachers are themselves."
John Wooden
John 3: 3 3