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WASHINGTON COMMENTARY: Endless Ping-Pong Over Math Education


EVER because the charter school movement became big news, I've refrained from writing about it very much since it appeared more like covering every hit at a Ping-Pong match. As research and counter-study rolled off the presses to the media releases, the material became less and less relevant. Every new study was always certain to be followed closely by a well- researched strike from a different course.

Now, there's another candidate to substitute the Ping-Pong sport of charter school coverage. It's mathematics education in america, that has received blow after blow from newly published studies in addition to the ongoing ferment about a plethora of problems -- too much or too small arithmetic, calculators or no calculators, problem solving versus calculation, as well as the continuing problem of unqualified mathematics teachers. One's eyes get bleary seeing the match.

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Here's a brief overview of what the people might have gleaned from current headlines:

* A U.S. Department of Education study review found that just five of 44 math applications for grades 6-9 had adequate study behind them and two had comparative data demonstrating that pupils utilizing the analyzed programs outperformed other pupils. No one mentioned that the National Science Foundation conducted a similar study that a couple of years back that also led to a really brief record.



* The National Assessment of Educational Progress (NAEP) has revealed progressive improvement in mathematics achievement, but a study from the Brown Center on Education Policy of the Brookings Institution found that this doesn't mean much. The evaluations, based on Tom Loveless, the centre's manager, rely on arithmetic skills much below the anticipated level of abilities for the grades examined. Fourth-grade evaluations, as an instance, always use whole numbers for work-related items and seldom need knowledge of fractions, decimals, and percentages. Nearly 40 percent of these items in the eighth-grade degree, based on the analysis, quantify skills taught from the second and first levels, and, nevertheless, less than 43 percent of eighth-graders got the answers directly. NAEP officials cautioned that the evaluation items are as much about understanding how to fix problems as about material.

* A couple of weeks after the first of two global studies -- the Programme for International Student Assessment (PISA) -- reported that U.S. 15-year-olds conducted lower than the average of the participating countries on mathematics literacy and problem solving. The U.S. also had more pupils in the lowest proficiency levels and fewer in the greatest levels.

* Around a week after, the Trends in International Mathematics and Science Study (TIMSS) 2003 results were declared. Yet more, U.S. fourth-graders conducted at the center in mathematics (12th of 25 countries), even though the press release in the National Center for Education Statistics could have you believe that just the Asian tigers -- Chinese Taipei, Japan, and Singapore -- believed greater. On the other hand, the gap between black and white students has narrowed both fourth- and - eighth-grade degrees since 1995, and mathematics performance of eighth-grade pupils was greater than in 1995.

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The rationale cited by most critics for U.S. pupils' having fallen beneath the absurd "first on earth" announcement of Goals 2000 is they don't understand the principles. Math reforms, they state, concentrate a lot on learning through applied practice and not enough on learning essential rote procedures. This was the cornerstone of this "math wars" in California many years back.

The NCTM standards, integrated in several state criteria, are much less antithetical to principles as the critics claim, however they do need a deeper comprehension of theories and relations than many textbooks and teachers in this country appear to have the ability to muster. Therefore, in their execution, teachers have tended to substitute jaded reforms for fundamental skills. The pupils are the people who have dropped out all around.

The discussion still lurks in the history of every new release of NAEP or TIMSS scores. In a bid to lessen the temperature of this debate, a little set of mathematics scholars and teachers from either side of the debate met in December to seek out common ground. Based on an article in the Washington Post, these specialists agreed that heavy usage of computers at the early elementary grades isn't a fantastic idea, that elementary students must have automatic recall of number facts, and they need to also master fundamental algorithms. Organizers of the assembly announced: "We're moving toward peace in the math wars"



Peace and progress might not come that easily, however. With hardly any agreement about the effectiveness of various math applications, the underlying problem really appears to be the potential for educators. On this matter, the information, opinions, and anecdotes all concur. The National Science Foundation and National Science Board report that nearly 20 percent of high school students and over half of middle school students study mathematics using a teacher who didn't major or minor in math or a related discipline. One-third of eighth-graders don't have access to algebra education.

The matter is much more complicated than certification and degrees. American teachers must face their own attitudes toward studying mathematics, which are very similar to those of the majority of the pupils. When compared to students from high-achieving nations, American students consider more strongly that mathematical ability is inborn and think less strongly that attempt makes much difference. A National Academy of Education study also discovered that U.S. students have a tendency to feel there's only one proper way to solve any math problem and that mathematics is best learned as a solitary action.

To these cultural hurdles, add the lack of comprehension about how mathematics knowledge grows in pupils. Teachers unfamiliar with how to assess long-term memory won't be as able to ascertain what pupils know, how they know this, and the way they can utilize that understanding to answer questions and resolve problems, according to a National Research Council report. Teachers with some understanding of this developmental process students go through in coming to understand math concepts -- best realized through class talks, it needs to be inserted -- are individuals who are effective. Two years of study from Deborah Lowenberg Ball and her coworkers in the University of Michigan confirm this outcome: teachers require the sort of content knowledge that allows them to adapt the various learning styles and aptitudes of the pupils.

What's most exasperating concerning the mathematics accomplishment stories in the media is the score reports demonstrate that U.S. pupils in poverty score reduced and have significantly less access to teachers that may possess the knowledge to educate them well. Poor pupils in different nations do far better than our poor pupils and best ping pong robots pingpongstart.com.com.

Until the energy moving into debates over which application is best is steered to ensuring that students have teachers that understand how to teach them mathematics, we can anticipate the boundless Ping-Ponggames to keep.