In 2001, then President Bush signed into law the No Child Left Behind Act which was intended to, among other things, get the nation’s public school students to 100-percent proficiency in reading and math by the year 2014. Recently released math test scores show that we are not on target to reach that goal. Math is a critical component to so many industries that drive our new economy; if our students – future workers – don’t master the subject, the financial health of our nation is at risk.
According to the test results, just 39 percent of the nation’s fourth graders and 34 percent of its eighth graders scored at or above the proficiency level on the nationwide math test given this past spring. There’s been very little improvement in student’s scores and the goal of reaching proficiency by 2014 is in jeopardy. Additionally, improvement in math proficiency among students has actually slowed. Arne Duncan, the Secretary of Education, says that this is the first time in nearly two decades that fourth grade math scores remained the same. More disturbing is the fact that achievement gaps between students and color and their white counterparts are not closing. The average black and white eighth grader is separated by about 32 points on the math test; this number represents about three years’ worth of mathematical knowledge.
We have to focus more resources on training and retaining teachers and reducing class sizes. Our educators must be highly trained and rewarded for their achievements in the classroom. The socio-economic factors that create these disparities in achievement must also be addressed. Schools in poorer neighborhoods must be given additional resources to ensure they are equipped to properly educate its students. Tutoring must be made available and promoted within the community. In some cases, tutoring should be a mandatory part of school curriculum.
Math is the basis for so many science, technology and business careers; industries that are growing and will soon dominate our economy. If our young people are not proficient in the subject, their ability to secure sustainable employment in the future is at risk. America has already lost thousands of jobs and billions of dollars as technology and other jobs have been outsourced to countries like India, because of a lack of qualified candidates here at home. Ensuring our students understand and can successfully apply mathematical concepts is not only important to their education, but also to the health of country if we are to experience and maintain economic growth.
National math test scores continue to be disappointing. This poor trend persists in spite of new texts, standardized tests with attached implied threats, or laptops in the class. At some point, maybe we should admit that math, as it is taught currently and in the recent past, seems irrelevant to a large percentage of grade school kids.
Why blame a sixth grade student or teacher trapped by meaningless lessons? Teachers are frustrated. Students check out.
The missing element is reality. Instead of insisting that students learn another sixteen formulae, we need to involve them in tangible life projects. And the task must be interesting.
A Trip To The Number Yard is a math book focusing on the building of a bungalow. Odd numbered chapters cover the phases of the project: lot layout, foundation, framing, all the way through until the trim out. The even numbered chapters introduce the math needed for the next stage of building and/or reviews the previous lessons.
This type of project-oriented math engages kids. It is fun. They have a reason to learn the math they may have ignored in the standard lecture format of a class room.
If we really want kids to learn math and to have the lessons be valuable, we need to change the mode of teaching. Our kids can master the math that most adults need. We can’t continue to have class rooms full of math drudges. Instead, we need to change our tactics and teach math via real life projects.
Alan Cook
info@thenumberyard.com
http://www.thenumberyard.com
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