Re: [MATHEDCC] Teaching math in context

Vern Kays (vkays@RICHLAND.CC.IL.US)
Tue, 26 Oct 1999 17:21:21 -0500

At 08:06 AM 10/26/1999 -1000, you wrote:
>Laura:
>
>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,

Another option is to decide when to start the "competition".
Unfortunately, it often starts very early because most children do not get
an equal "access" to the oppportrunities that the wealthy can get if they
choose to provide it for their children. The vast majority of children are
not even in the "race" because of the inequities of the current system. We
are tryig to do both and it does not succeed well. What we say is that we
are for children and education in the abstract but the reality is very
different. The change is good but "not in our neighborhood" or "not to my
child." Another issue not well addressed is that there are different kinds
of "intellegences" I know that sound "educationaleze" (sp) but even in
mathematics there are a variety of mathematical learning styles and
opportunities if we pursue them.

Respectfully,

Vern Kays

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