The question remains, how do we raise the bar for all without lowering
the bar for the brightest?
Beth
>>> "John M. Flanigan" <johnf@HAWAII.EDU> 10/26 1:06 PM >>>
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 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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