The data are clear. Recent results from the Third International Mathematics and Science Study (TIMSS) show that U.S. eighth- and 12th-graders do not do well by international standards—ranking below average in both grades and, in fact, near the bottom of the international rankings on a mathematics literacy test at the end of high school. Even our best students, taking an advanced mathematics test, do not fare well against their counterparts in other countries. -
...
By the middle grades, the top achieving countries do not intend that children should continue to study basic computation skills. Rather, they begin the transition to the study of algebra, including linear equations and functions, geometry and, in some cases, basic trigonometry. By the end of eighth grade, children in these countries have mostly completed mathematics equivalent to U.S. high school courses in algebra I and geometry. By contrast, most U.S. students are destined for the most part to continue the study of arithmetic. In fact, we estimate that, at the end of eighth grade, U.S. students are some two or more years behind their counterparts around the world.
By the middle grades, the top achieving countries do not intend that
children should continue to study basic computation skills. Rather, they
begin the transition to the study of algebra, including linear
equations and functions, geometry and, in some cases, basic
trigonometry. By the end of eighth grade, children in these countries
have mostly completed mathematics equivalent to U.S. high school courses
in algebra I and geometry. By contrast, most U.S. students are destined
for the most part to continue the study of arithmetic. In fact, we
estimate that, at the end of eighth grade, U.S. students are some two or
more years behind their counterparts around the world. - See more at:
http://www.aft.org/periodical/american-educator/fall-2005/role-curriculum#sthash.lzq4J5TP.dpuf
The
data are clear. Recent results from the Third International Mathematics
and Science Study (TIMSS) show that U.S. eighth- and 12th-graders do
not do well by international standards—ranking below average in both
grades and, in fact, near the bottom of the international rankings on a
mathematics literacy test at the end of high school. Even our best
students, taking an advanced mathematics test, do not fare well against
their counterparts in other countries. - See more at:
http://www.aft.org/periodical/american-educator/fall-2005/role-curriculum#sthash.lzq4J5TP.dpuf
The
data are clear. Recent results from the Third International Mathematics
and Science Study (TIMSS) show that U.S. eighth- and 12th-graders do
not do well by international standards—ranking below average in both
grades and, in fact, near the bottom of the international rankings on a
mathematics literacy test at the end of high school. Even our best
students, taking an advanced mathematics test, do not fare well against
their counterparts in other countries. - See more at:
http://www.aft.org/periodical/american-educator/fall-2005/role-curriculum#sthash.lzq4J5TP.dpuf
Of course, that same author went on to sign off on the Common Core as a member of its validation committee. Perhaps he's had second thoughts since, but, apparently, he's been trying to prove after-the-fact that his approval was justified:
The
data are clear. Recent results from the Third International Mathematics
and Science Study (TIMSS) show that U.S. eighth- and 12th-graders do
not do well by international standards—ranking below average in both
grades and, in fact, near the bottom of the international rankings on a
mathematics literacy test at the end of high school. Even our best
students, taking an advanced mathematics test, do not fare well against
their counterparts in other countries. - See more at:
http://www.aft.org/periodical/american-educator/fall-2005/role-curriculum#sthash.lzq4J5TP.dpuf
Here's Ze'ev Wurman writing on Breitbart:
One does not need to be a content expert, however, to observe the simple fact that, despite the soaring rhetoric of Professor Schmidt in 2005 about how by the end of eighth grade students in high achieving countries “have mostly completed mathematics equivalent to U.S. high school courses in algebra I and geometry,” Common Core firmly placed the first Algebra course in the high school. It also doesn’t take an expert to observe that Common Core’s “college preparation” in mathematics amounts to a poor-man’s Algebra 2 and Geometry courses. The U.S. Department of Education’s own data shows that with only Algebra 2 preparation – even the full course – the chances of a student to end up with a Bachelor’s degree – any Bachelor’s degree – is less than 40%.
The
data are clear. Recent results from the Third International Mathematics
and Science Study (TIMSS) show that U.S. eighth- and 12th-graders do
not do well by international standards—ranking below average in both
grades and, in fact, near the bottom of the international rankings on a
mathematics literacy test at the end of high school. Even our best
students, taking an advanced mathematics test, do not fare well against
their counterparts in other countries. - See more at:
http://www.aft.org/periodical/american-educator/fall-2005/role-curriculum#sthash.lzq4J5TP.dpuf
1 comment:
"By the middle grades, the top achieving countries do not intend that children should continue to study basic computation skills."
This is in contrast with our reigning educational philosophies, which don't seem to ever want kids to study *basic* computation skills. It's all "higher thinking" and "alternative algorithms" in place of solid foundations and simple, time-tested algorithms.
Most kids aren't going to love math or become the next Einstein or Pascal. But if they are, we should want them to be able to get to geometry, trigonometry, calculus, etc. before they're too old instead of endlessly going over the relatively shallow, concrete principles of arithmetic.
Make arithmetic as efficient and clear as possible, and perhaps we in the USA can also be done with teaching arithmetic by middle school.
Post a Comment