You make the most sense of anyone. Mathematics is not particularly
difficult for students who are well-prepared (both in previous math,
reading, and study behaviors); what makes it seem difficult is that the
student is required to master substantially ALL of a course to be
successful in the next course. I don't think that's true in any other
subject.
We maintain goals that once were set for an elite group of "above average"
students. We now fret that we don't see those goals accomplished by all
who enroll. (It's difficult to discuss, isn't it, now that we aren't
allowed to use the word "intelligence.") Thus we struggle with a system
that tries to keep the standards high enough that some will succeed to the
highest level, and yet burden ourselves with the hope that everyone will
be able to succeed. I don't see how it can be done without devising two
entirely separate systems, one highly competitive one that will sort out
the "exceptionals" and the other that will optimize learning for everyone
else. Considering how long we've been trying, I'm tempted to doubt that
both can be done in the same venue.
John M. Flanigan <johnf@hawaii.edu> The equation is the final arbiter.
Assistant Professor, Mathematics --Werner Heisenberg
Kapi'olani Community College The scoreboard is the final arbiter.
4303 Diamond Head Road --Bill Walton
Honolulu HI 96816 History is the final arbiter.
(808) 734-9371 --Edward Gibbon
On Tue, 26 Oct 1999, Laura Bracken wrote:
> Summarizing what I've read: Students often do not understand the effort
> needed to learn OR are not willing to expend the effort/time needed to
> learn. Mathematics as traditionally taught is not easily understood. (It
> probably never was. However, we are opening the doors of developmental and
> college mathematics to include students that were previously not invited.)
>
> We struggle to teach mathematics in a way that is accessible and
> meaningful. We want students to be "critical thinkers" and "problem
> solvers". Many think that teaching mathematical concepts within a realistic
> context helps achieve these goals.
>
> I'm living with the tension between teaching with these "reform" emphases
> and traditional teaching. I've tried to deemphasize what I can in good
> conscience, knowing what is expected of these students in subsequent math
> and science courses. I have attended workshops and conferences, written
> materials, learned how to incorporate technology in a reasonable fashion.
> And, I am absolutely frustrated because there is not enough class time.
> Intermediate algebra is a case in point. It is a 3 credit course crammed to
> bursting with concepts and skills. I see my students for 75 minutes twice a
> week during the semester. They often have entered with "C" level work from
> elementary algebra so really do not have a firm handle on those concepts
> yet.
>
> I do not have time to get my students out in the hall to measure pipes or
> do any sort of lab. People that say that this type of activity enables
> students to reliably do algebraic procedures in a variety of settings have
> discovered something that I can't seem to find. I do use short activities
> that are "discovery based" to introduce concepts. The operative word is
> short.
>
> I am forced to structure my class based on the expectation that students
> who pass my class can reliably do and understand algebraic manipulations
> used in development of future mathematics (eg calculus) and in problem
> solving in other courses. Sure, most of my students will not take calculus
> but some will. Many are not science majors but most will end up taking
> statistics. Algebraic skills are prerequisite for these courses. If time
> is limited, then I have to prioritize my objectives. Guess what ends up
> getting cut?
>
>
>
> --Laura
>
> ____________________________________________________________________
> Laura Bracken bracken@lcsc.edu
>
> Division of Natural Science and Mathematics Office: 208-799-2484
> Lewis-Clark State College Fax: 208-799-2064
> 500 8th Avenue
> Lewiston, ID 83501
> _____________________________________________________________________
>
>
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