Perhaps what we need to think about is what is an acceptable minimum level
of proficiency at mathematics. What things should a person be able to do to
be a functional member of society and an informed voter? Does the average
person on the street need to know the ins and outs of differential calculus?
The answer is yes if that is what society feels is needed. Should a person
be able to balance their own checkbook, understand enough financial math to
plan for their own retirement, take out a loan, buy a house, a car, stocks?
Understand enough about data gathering and graphs to know that a political
poll that rates candidate A at 53% and candidate B at 47% with an error of
+/- 5% is effectively a tie because no clear winner is indicated?
We need to do a better job of helping people match their talents to their
career choice. We could then truly teach those who need higher math the
skills they need in courses tailored for their needs and remove the dual use
that we try to get out of courses like college algebra.
Is college algebra a trig / calculus prep course or is it a general ed
course for students who are not math / science majors? We have tried to
make it both and it hasn't worked. We end up doing a disservice to both
groups.
Let's face it, some students (even if they have the ability to do the
material) are not ready to succeed in math courses (or in university /
college environments in general) because of where they are in terms of
maturity, desire, and drive to succeed in academia. If they are not ready
to succeed, then let them go until such time as they are ready to come back
and do what needs to be done.
> ----------
> From: BETH HENTGES[SMTP:b.hentges@cctc.cc.mn.us]
> Reply To: BETH HENTGES
> Sent: Wednesday, October 27, 1999 11:46 AM
> To: johnf@HAWAII.EDU; bracken@LCSC.EDU
> Cc: mathedcc@archives.math.utk.edu
> Subject: [MATHEDCC] Teaching math in context
>
> Most of the current reform movements aim to do the second of John's
> suggested objectives. That is, they raise the bar for what is required
> for the majority of students. Most of the K-12 reform materials are
> aimed at the middle 80% of students.
>
> 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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