The National Science Foundation (NSF) funded such textbooks as Everyday Math, Terc Investigations, etc.
U.S. Government Should Stop Financing Arithmetic Avoidance
By Jerome Dancis, Associate Professor Emeritus, Math Dept., Univ. of MD Math Education Website: www.math.umd.edu\~jnd
I handed the young cashier five quarters; she wanted to enter the amount into the cash register, but could not calculate their total worth. Twenty years ago, we expected cashiers to know that five quarters is $1.25. This simple type of Arithmetic problem is barely taught today. College math professors are distressed by the declining level of understanding of arithmetic and Algebra by masses of college students . For example:
Decline in Percent of freshmen entering colleges in Maryland, who know Arithmetic and real high school Algebra I .
1998 2005 2006
Whites 67% 60% 58%
African-Americans 44% 33% 36%
Asian-Americans 79% 74% 76%
Hispanics 56% 42% 43%
Related Data from MD. From 1998 to 2005, the number of white graduates increased by 11% (from 14,473 to 16,127), but the number who knew Arithmetic and high school Algebra I decreased (from 9703 to 9619). Similarly, from 1998 to 2005, the number of African-American graduates who knew Arithmetic and high school Algebra I went down in spite of increased college enrollments of females by 21% and males by 31%.
At the high end: “[From 1985–2005] Fall term enrollments in Calculus II dropped from 115,000 to 104,000 [at U.S. colleges].” Second year, Calculus II is required for a college degree in engineering.
That understanding of arithmetic and arithmetic-based Algebra (symbolic Algebra) has dropped considerably among college freshmen is a natural consequence of the avoidance and minimization of arithmetic and symbolic Algebra by textbooks and many state math assessments during the past 20 years. Where did this start?
It started with Education professors against Arithmetic Calculations.
Only about one out of three education professors surveyed said that its “absolutely essential” to teach math facts ... So two out of three education professors have taught current teachers, math coaches and state and district math supervisors that it is not important for students to memorize math facts.
For the past 20 years, textbooks and state standards of about 45 states have been guided by the National Council of Teachers of Mathematics’ (NCTM ) 1989 and 2000 Standards, which marginalizes arithmetic. The NCTM 1989 standards state: "This is not to suggest that valuable time should be devoted to exercises like (17/24) + (5/18) or 5 3/4 x 4 1/4".
“[There are] more than a dozen defective K-12 math programs funded by the National Science Foundation. ... from [its] Education and Human Resources (EHR) Division. ...
The ... radical deemphasis of algebra and arithmetic — the prerequisite to algebra — in NSF-funded and NSF-distributed math programs has stark consequences for science education, especially physics. When the isolation of a variable in a simple equation is laborious for students rather than automatic, the depth of instruction in high school physics courses is severely limited. At the university level, students struggling with elementary algebra find themselves adrift in their calculus classes, and success thereafter in physics courses is elusive.” (Also engineering courses) [School math books, nonsense, and the National Science Foundation, American Journal of Physics]
A resource book, for a widely used NSF funded program, explains: “In the Investigations curriculum, standard algorithms are not taught because they interfere with a child’s growing sense and fluency with the number system.”
Relatedly, “National science foundation systemic initiatives: how a small amount of federal money promotes ill-designed mathematics and science programs in k-12 and undermines local control of education”. Absurd!
A crucial observation of a 2011 article is “We found ... a deliberate avoidance of symbolic manipulation in algebra ... .” in High School Math Textbooks. Examples of symbolic manipulation in algebra are 2x + 3x = 5x and
Find R from the formula U = E – IR. (Answer: R = (E–U)/I). (But, only two of three Finnish students, who passed the Finnish Advanced college matriculation examination in mathematics, could solve this equation. )
It was suggested that high school graduates can graph a simple line [like y = 2x +3] without a graphing calculator. But, the head of math instruction for the state of Maryland disagreed. "The technology is there. It's not going to go away," she said. "There is a limited population who can do math symbolically, the way mathematicians do. If this is an exam for all students, we want to make it comfortable for however students learn." [“With 'Pretend' Testing, a Poor Imitation of Preparing Students”, Washington Post]
The Prince George’s County (Maryland) school system does NOT expect students to know math facts. “a [Prince George’s County, Maryland] math coordinator [said] that county students should have a ‘sense’ of what 9x8 is.” The implication being that students can use calculators to find that 9x8 = 72.
Recommendation 1. The NSF and Dept. of Education should support those colleges of education, that train future elementary and middle school teachers to be fully knowledgeable in elementary and middle school math and to know the importance of Arithmetic and algebra.
As Secretary of Education Arne Duncan said (May 11, 2009 at Brookings Institution): You all well know that it is hard to teach what you don't know. When we get to 6th, 7th, and 8th grades, we see a lot of students start to lose interests in math and science, and guess why, because their teachers don't know math and science so it is hard to really instill passion and a love for learning if you are struggling with the content yourself.
The inadequate preparation in Mathematics of future elementary school teachers by 67 of the 77 colleges surveyed was documented by the very good National Council on Teacher Quality (NCTQ) 2008 report, “No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America's Education Schools” [NOT].
Warning. The influential NCTM’s president continues the attacks on Algebra:
“Endless Algebra—the Deadly Pathway from High School Mathematics to College Mathematics”. This was essentially “seconded” by a talk presented at a TED $5000+ conference. The implementation of this attitude will prevent the achievement of PCAST goals for increasing STEM graduates.
Recommendation 2. It is crucial that NSF and Dept. of Education cease funding grants to colleges of education and professional development that promote avoidance of Arithmetic and Algebraic calculations. Rather NSF and Dept. of Education should fund grants to colleges of education that do promote learning and understanding of Arithmetic and Algebraic calculations.
Friday, July 22, 2011
Monday, July 11, 2011
More about Everday Math in Alaska
Carol Comeau saying that Everyday Math helps students "understand the deeper meaning of math" ("Math program's flexibility aids students," July 2) misses an important point: If a student can't get the basics, the "deeper meaning" will never become obvious. Some kids will do OK with this program on their own. Some will do OK because their parents can help them. What about the rest of the kids?
What does Ms. Comeau mean by better parental outreach and what is the cost? Maybe Everyday Math should be left for charter schools where parental involvement is mandatory.
Comeau says the study is independent. The Anchorage School District is a member of the organization that did the study and Comeau sits on its board. The authors of the study repeatedly stress Comeau's good qualities and seem to know her well. How independent can this study be? She says our math scores are on par with the national average but how do we compare with other countries? If we are concerned with America's math skills, shouldn't we try for more?
-- Amy Johnson
Interesting comments posted to this one.
Read more: http://www.adn.com/2011/07/09/1960239/everyday-mathematics-system-isnt.html#ixzz1RqFieVRy
What does Ms. Comeau mean by better parental outreach and what is the cost? Maybe Everyday Math should be left for charter schools where parental involvement is mandatory.
Comeau says the study is independent. The Anchorage School District is a member of the organization that did the study and Comeau sits on its board. The authors of the study repeatedly stress Comeau's good qualities and seem to know her well. How independent can this study be? She says our math scores are on par with the national average but how do we compare with other countries? If we are concerned with America's math skills, shouldn't we try for more?
-- Amy Johnson
Interesting comments posted to this one.
Read more: http://www.adn.com/2011/07/09/1960239/everyday-mathematics-system-isnt.html#ixzz1RqFieVRy
Goodbye "Everyday Math," Hello "EnVision" in Hamilton schools
School Patrol More>>Rick Smith voted Superintendent of Hamilton Co. SchoolsBusy summer for Bradley student-athletesBradley Co. high school to offer Cambridge programGoodbye "Everyday Math," Hello "EnVision" in Hamilton schoolsLocal students win national technology awardsTeacher survey shows wide range of opinions on Hamilton Co. school qualitySchool Board: Superintendent to be selected after 15 days noticeInterim Supt. Rick Smith says changes are comingRaceway Spirit Pump program pumps money into local schoolsBlood Assurance awards Crystal Green scholarshipsCHATTANOOGA (WRCB)- Hamilton County elementary students and teachers will be learning mathematics a new way when classes resume in August, but one principal says the new program, "EnVision," may only be a stopgap measure.
The principal, who asked not to be identified, said that a textbook committee agreed to scrap the controversial "Everyday Math" program in favor of the new concept, but by 2014, the school district may have to shift gears again. At that time, the district will be required to meet new federal standards, "which will necessitate the need for higher-level thinking skills and taking several steps to solve a problem." The principal said that "EnVision" is a return to more traditional computational math problem solving skills, "but probably won't measure up to the standards of 2014."
The Hamilton County school district usually adopts new textbooks every six years. Everyday Math was adopted, amid much debate in 1999. District 1 Board member Rhonda Thurman, and her predecessor Bill Eldridge protested mightily when the program was adopted, and was later renewed. Thurman said, "Teachers struggled with it, parents struggled with it, and needless to say the kids did too."
The math adoption was approved by the School Board at its April 21 meeting, and was largely overshadowed by budgetary concerns and growing storm surrounding then-superintendent Jim Scales, who has since been replaced by Rick Smith. Smith is now serving on an interim basis, but is expected to be hired on a long-term basis next week. At the April meeting, Thurman said, "I can't believe we haven't changed programs before now. What has taken us so long?"
Test scores through the years showed mixed results for "Everyday Math." From time to time, there were signs of improvement, only to be followed by flat or declining math scores a year or two later. In recent years, low-performing schools showed modest increases, although Thurman was reluctant to give the program much credit. "Sometimes there's nowhere to go but up," she said.
Here is more information on the EnVision math program by Pearson, which will be used in Hamilton County math classes this fall.
Daily Problem-Based Interactive Math Learning followed by Visual Learning strategies deepen conceptual understanding by making meaningful connections for students and delivering strong, sequential visual/verbal connections through the Visual Learning Bridge in every lesson. Ongoing Diagnosis & Intervention and daily Data-Driven Differentiation ensure that enVisionMATH gives every student the opportunity to succeed.
The principal, who asked not to be identified, said that a textbook committee agreed to scrap the controversial "Everyday Math" program in favor of the new concept, but by 2014, the school district may have to shift gears again. At that time, the district will be required to meet new federal standards, "which will necessitate the need for higher-level thinking skills and taking several steps to solve a problem." The principal said that "EnVision" is a return to more traditional computational math problem solving skills, "but probably won't measure up to the standards of 2014."
The Hamilton County school district usually adopts new textbooks every six years. Everyday Math was adopted, amid much debate in 1999. District 1 Board member Rhonda Thurman, and her predecessor Bill Eldridge protested mightily when the program was adopted, and was later renewed. Thurman said, "Teachers struggled with it, parents struggled with it, and needless to say the kids did too."
The math adoption was approved by the School Board at its April 21 meeting, and was largely overshadowed by budgetary concerns and growing storm surrounding then-superintendent Jim Scales, who has since been replaced by Rick Smith. Smith is now serving on an interim basis, but is expected to be hired on a long-term basis next week. At the April meeting, Thurman said, "I can't believe we haven't changed programs before now. What has taken us so long?"
Test scores through the years showed mixed results for "Everyday Math." From time to time, there were signs of improvement, only to be followed by flat or declining math scores a year or two later. In recent years, low-performing schools showed modest increases, although Thurman was reluctant to give the program much credit. "Sometimes there's nowhere to go but up," she said.
Here is more information on the EnVision math program by Pearson, which will be used in Hamilton County math classes this fall.
Daily Problem-Based Interactive Math Learning followed by Visual Learning strategies deepen conceptual understanding by making meaningful connections for students and delivering strong, sequential visual/verbal connections through the Visual Learning Bridge in every lesson. Ongoing Diagnosis & Intervention and daily Data-Driven Differentiation ensure that enVisionMATH gives every student the opportunity to succeed.
Thursday, June 30, 2011
Anchorage School District Struggles with (ED) Math Curriculum, Just Like Students Do
The Anchorage School District commissioned The Council of the Great City Schools to evaluate why the Every Day Math program is not fulfilling ASD’s dreams. In a voluminous report, the CGCS concluded that the school district has made some strides in Standards Based Assessment scores following the same students for several grades. There are many problems cited by the study and actions with which to improve the math curriculum. Recommended corrective action was to provide more professional development for teachers and assistance to parents, Parent University. It seems as if teachers cannot adequately teach to the curriculum and parents find it very difficult to help their kids with homework. This would appear to be a formula for failure for our kids. The study places overall responsibility for lack of progress in math on the ASD staff, principals and teachers.
The study breaks down SBA scores by ethnic/racial group in the District. It appears as if much of the lack of progress is in the minority groups and English Language Learners groups. The study goes into depth relating students on free/reduced price lunches (FRPL) to low math scores. Maybe students not on the FRPL get more nutritious meals from sack lunches and fast food franchises. There may be some correlation with parent involvement at the lower socio-economic levels. Maybe reverting to the more basic Saxon math program would help these parents do homework with their kids. It couldn’t hurt.
It seems as if there is little accountability in the District regarding monitoring, implementation and evaluation of EDM by the various players. The study states: “The evaluation system for principals is not connected to student achievement or meeting school goals. The evaluation system for teachers does not reference student performance on state assessments.” Then what are principal and teacher performance based upon if not student achievement? Clearly, we need to connect student achievement, as one metric, to teacher/principal performance. Otherwise, we cannot differentiate between the good and the bad.
One solution to the choice of EDM versus Saxon (or other more viable math programs) could be to allow the parents the choice of selecting the best fit for their child regarding school. Why can’t a parent choose a school which teachers a particular curriculum best suited for their child? Only the parent knows the best learning style and which math program would fit the child. The charter schools and alternative schools in the ASD mostly use the Saxon math program and their SBA scores exceed the other schools. Incidentally, why didn’t the study include the charter schools? Only the Alaska Native Charter School was included in the study.
Give the kids a chance…give them choice.
The study breaks down SBA scores by ethnic/racial group in the District. It appears as if much of the lack of progress is in the minority groups and English Language Learners groups. The study goes into depth relating students on free/reduced price lunches (FRPL) to low math scores. Maybe students not on the FRPL get more nutritious meals from sack lunches and fast food franchises. There may be some correlation with parent involvement at the lower socio-economic levels. Maybe reverting to the more basic Saxon math program would help these parents do homework with their kids. It couldn’t hurt.
It seems as if there is little accountability in the District regarding monitoring, implementation and evaluation of EDM by the various players. The study states: “The evaluation system for principals is not connected to student achievement or meeting school goals. The evaluation system for teachers does not reference student performance on state assessments.” Then what are principal and teacher performance based upon if not student achievement? Clearly, we need to connect student achievement, as one metric, to teacher/principal performance. Otherwise, we cannot differentiate between the good and the bad.
One solution to the choice of EDM versus Saxon (or other more viable math programs) could be to allow the parents the choice of selecting the best fit for their child regarding school. Why can’t a parent choose a school which teachers a particular curriculum best suited for their child? Only the parent knows the best learning style and which math program would fit the child. The charter schools and alternative schools in the ASD mostly use the Saxon math program and their SBA scores exceed the other schools. Incidentally, why didn’t the study include the charter schools? Only the Alaska Native Charter School was included in the study.
Give the kids a chance…give them choice.
School board should go beyond TERC math (MD)
(Terc & EDM programs pushed into schools with National Science Foundaiton grant money)
The Frederick County school board deserves credit for recognizing that TERC math was not serving our students well, and for selecting new textbooks that are clearly better than TERC.
Even more impressive is that the board is willing to listen to parents' concerns, investigate their merits and act in accordance with those findings.
When TERC materials were purchased by the previous board and instruction subsequently was altered to use those materials, parents' objections were generally disregarded by school officials.
We hope the positive changes that have occurred will continue, and give credit to the entire board and the leadership of board president Brad Young for moving the system forward.
It is in light of those positive developments that we offer three suggestions.
First, while the selected math programs are an improvement, the rigor of either Singapore math or Saxon math is still greater. The programs FCPS selected follow the Common Core standards. We recommend that FCPS consider using the world-class math standards produced by California, which many experts agree set a higher bar than the Common Core.
FCPS could continue with the textbooks it has selected, but would need to make adjustments to the instructional sequence those books provide to ensure students master the content that the best available standards expect.
Second, we recommend piloting several math programs that weren't selected. Selecting a textbook based on performance in our classrooms by using objective data is more reliable than selecting one based on the consensus opinion of a task force, no matter how well-chosen the members of that group may be.
By allowing objective evidence rather than beliefs or philosophy to drive decisions, programs that produce the desired outcomes rise to the top. We hope the board will consider piloting Singapore math, Saxon math and Connecting Math Concepts. Some of these vendors are so confident that their product will outperform others that they will provide their materials free or heavily discounted to school systems that conduct a valid pilot.
Third, we hope the board will continue re-examining both the curricular materials and the approaches schools are using in other subject areas. Of particular concern to us is the selection of a core comprehensive reading program.
FCPS continues to promote the use of the "balanced literacy" approach instead of an approach grounded in scientifically based reading research that has been shown to reach nearly every child.
It is the responsibility of the school system to select and provide teachers with programs that are proven to work. In addition to a research-based program, school systems must identify gaps in teacher knowledge regarding reading instruction and provide training to develop the understanding of the critical role of phonics and other essential components of scientifically based reading research.
We know that school board member Donna Crook has long advocated for improvements in reading, and hope that the rest of the board will join with her to address this issue. Our confidence in the board's ability to address this critical issue has never been higher, and we hope they choose to do so.
Tom Neumark, Point of Rocks
The writer is a founder of FrederickEducationReform.com.
The Frederick County school board deserves credit for recognizing that TERC math was not serving our students well, and for selecting new textbooks that are clearly better than TERC.
Even more impressive is that the board is willing to listen to parents' concerns, investigate their merits and act in accordance with those findings.
When TERC materials were purchased by the previous board and instruction subsequently was altered to use those materials, parents' objections were generally disregarded by school officials.
We hope the positive changes that have occurred will continue, and give credit to the entire board and the leadership of board president Brad Young for moving the system forward.
It is in light of those positive developments that we offer three suggestions.
First, while the selected math programs are an improvement, the rigor of either Singapore math or Saxon math is still greater. The programs FCPS selected follow the Common Core standards. We recommend that FCPS consider using the world-class math standards produced by California, which many experts agree set a higher bar than the Common Core.
FCPS could continue with the textbooks it has selected, but would need to make adjustments to the instructional sequence those books provide to ensure students master the content that the best available standards expect.
Second, we recommend piloting several math programs that weren't selected. Selecting a textbook based on performance in our classrooms by using objective data is more reliable than selecting one based on the consensus opinion of a task force, no matter how well-chosen the members of that group may be.
By allowing objective evidence rather than beliefs or philosophy to drive decisions, programs that produce the desired outcomes rise to the top. We hope the board will consider piloting Singapore math, Saxon math and Connecting Math Concepts. Some of these vendors are so confident that their product will outperform others that they will provide their materials free or heavily discounted to school systems that conduct a valid pilot.
Third, we hope the board will continue re-examining both the curricular materials and the approaches schools are using in other subject areas. Of particular concern to us is the selection of a core comprehensive reading program.
FCPS continues to promote the use of the "balanced literacy" approach instead of an approach grounded in scientifically based reading research that has been shown to reach nearly every child.
It is the responsibility of the school system to select and provide teachers with programs that are proven to work. In addition to a research-based program, school systems must identify gaps in teacher knowledge regarding reading instruction and provide training to develop the understanding of the critical role of phonics and other essential components of scientifically based reading research.
We know that school board member Donna Crook has long advocated for improvements in reading, and hope that the rest of the board will join with her to address this issue. Our confidence in the board's ability to address this critical issue has never been higher, and we hope they choose to do so.
Tom Neumark, Point of Rocks
The writer is a founder of FrederickEducationReform.com.
Wednesday, June 29, 2011
Richmond selectmen begin RSU 2 withdrawal talks
RICHMOND — Selectmen are scheduled to meet at 6 p.m. today at the town office on Gardiner Street.
Under administrative items, the board is scheduled to discuss review of the withdrawal process concerning members of public school systems. The town on June 14 posed a non-binding questions to Richmond voters to determine if they favor authorizing the Board of Selectmen to explore the town’s withdrawal from Regional School Unit 2, as well as raising and appropriating up to $30,000 for the related legal, professional and other expenses. Richmond voters resoundingly said yes by a 180-34 count.
Richmond shares RSU 2 with Dresden, Monmouth, Hallowell and Farmingdale. Earlier this month, Monmouth voters in a nonbinding referendum also endorsed studying withdrawal from RSU 2.
An amendment to the state law that spurred school district consolidation prevents towns from withdrawing from a regional school district until 30 months after formation of the district. In the case of RSU 2, the earliest date that could occur would be Jan. 1, 2012.
The withdrawal process involves a petition to the district and Maine Department of Education. It also requires a two-thirds majority vote in a referendum in the affected town.
In other business scheduled for this evening, selectmen are slated to receive updates on Richmond Days and the transfer station; hear a request from Timothy Seigars to use Lane Field; and consider scheduling a workshop date to discuss goals and objectives.
Under administrative items, the board is scheduled to discuss review of the withdrawal process concerning members of public school systems. The town on June 14 posed a non-binding questions to Richmond voters to determine if they favor authorizing the Board of Selectmen to explore the town’s withdrawal from Regional School Unit 2, as well as raising and appropriating up to $30,000 for the related legal, professional and other expenses. Richmond voters resoundingly said yes by a 180-34 count.
Richmond shares RSU 2 with Dresden, Monmouth, Hallowell and Farmingdale. Earlier this month, Monmouth voters in a nonbinding referendum also endorsed studying withdrawal from RSU 2.
An amendment to the state law that spurred school district consolidation prevents towns from withdrawing from a regional school district until 30 months after formation of the district. In the case of RSU 2, the earliest date that could occur would be Jan. 1, 2012.
The withdrawal process involves a petition to the district and Maine Department of Education. It also requires a two-thirds majority vote in a referendum in the affected town.
In other business scheduled for this evening, selectmen are slated to receive updates on Richmond Days and the transfer station; hear a request from Timothy Seigars to use Lane Field; and consider scheduling a workshop date to discuss goals and objectives.
Report: School districts at funding cliff
School systems are experiencing a triple whammy. Federal resources are drying up at the same time that state budgets are being cut and revenues from local property taxes are shrinking due to falling housing prices and foreclosures.
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