» This Story:Read +| Comments
Page 2 of 2   <      

Add It Up: Math Matters

What's the Fuss Over Math?

Discussion Policy
Comments that include profanity or personal attacks or other inappropriate comments or material will be removed from the site. Additionally, entries that are unsigned or contain "signatures" by someone other than the actual author will be removed. Finally, we will take steps to block users who violate any of our posting standards, terms of use or privacy policies or any other policies governing this site. Please review the full rules governing commentaries and discussions. You are fully responsible for the content that you post.

For decades, educators have debated mathematicians over the primacy of content (what gets taught) vs. pedagogy (how math gets taught). Mathematicians tend to believe content should drive instruction: Decide what concepts should be taught and in what order, and then build a curriculum. Many educators believe pedagogical concerns should come first: Build a lesson plan that teaches concepts in ways students are most likely to understand them.

This Story

Mathematicians contend that some programs are too light on content and too heavy on fun and games. Parents occasionally join in the criticism. Teach Math Right in Prince William County is a group opposed to the progressive "Investigations" textbook used in public schools there.

"Everybody who knows math says these programs aren't worth much," said W. Stephen Wilson, a math professor at Johns Hopkins University. "And then these school districts pick them and use them."

Some educators say that math purists shouldn't lose sight of the ultimate goal -- student learning. Mathematicians generally aren't third-grade teachers. Children don't necessarily gain much by memorizing the times table and solving number problems if they cannot relate the skills to everyday life, these educators contend, a concept reflected in the "Everyday Mathematics" textbook.

The purists may be gaining influence, through a report this year from a presidential advisory panel and other developments. But mathematicians and educators agree on many key matters, including the need for more specialized math teachers and the importance of simplifying and prioritizing what is taught.

When Should Kids Learn Algebra?

Introductory algebra has emerged as a beacon of math education. Crucial to advanced study, Algebra I is coming to be viewed as the most important math class a student will take.

So why wait until high school? School systems nationwide are pushing more students into Algebra I by eighth grade, if not sooner, to open opportunities in high school and college.

California and Minnesota will soon require all students to take the course in the eighth grade. Montgomery County schools want 80 percent of students to take Algebra I in middle school by 2010. In Fairfax County, 29 percent of elementary students are on pace to take Algebra I in the seventh grade.

Math acceleration begins as early as kindergarten in some D.C. suburbs. The goal is to reach Algebra I, considered a gateway to success on the SAT and in the Advanced Placement courses. Algebraic concepts such as the polynomial -- an expression built from numbers and variables -- form the basis for more advanced study in math and science.

There is a downside. Some parents think children are being pushed too far, too fast. Casualties of math acceleration are keeping tutors in business across the Washington region. And some algebra teachers inevitably water down the course to ensure that students pass. That is one risk of quotas and mandates, such as the one California Gov. Arnold Schwarzenegger (R) championed.

"What this means is that, in the end, no kid will take algebra," said Stanford mathematician R. James Milgram, who has written algebra texts. "They will take a course that is only called 'alge bra.' "

Math Books: A Sampling

The elementary math program a school system chooses influences classroom lessons. Some texts are identified with the progressive education movement; others have a more traditional approach. Many systems use both types of books, varying by grade level or school.

"Everyday Mathematics" -- in the District, Montgomery and Fairfax counties and Alexandria. It links math and life experience.

"Investigations in Number, Data, and Space"-- in Prince William, Loudoun, Arlington, Charles and St. Mary's counties. It uses games and activities to convey concepts.

"Harcourt Math" and "Think Math!"-- in Montgomery, Howard and Calvert counties. These comparatively traditional texts focus on mastery and retention of key skills.

"Scott Foresman-Addison Wesley Mathematics"-- in Fairfax, Prince George's, Loudoun and Charles counties. It focuses on key ideas and step-by-step instruction.


<       2


» This Story:Read +| Comments

More in Education Section

[Michelle Rhee]

Michelle Rhee

Full coverage of D.C. Schools Chancellor.

[Fixing D.C.'s Schools]

D.C. Charters

Learn about every charter school in D.C.

[Class Struggle]

Class Struggle

The latest on education from columnist Jay Mathews.

© 2008 The Washington Post Company