06/04/2007

Forum

The real question: To sink or swim in math class?

BY BILL BOGLEY

A May 9 Record-Eagle forum article by Jerald Murdock addressed the question of whether a "traditional” mathematics curriculum should be available in Traverse City Area Public Schools in addition to the current "reform” curriculum.

Mr. Murdock argued against such a step. A traditional alternative was restored to the high schools in 1999. I am writing to advocate that the same be done for K-8.

Mr. Murdock expressly values the educational benefits of inquiry, hands-on engagement, connections, communication, teamwork and problem-solving. These are indeed essential but must be based upon knowledge and skill, and not just in mathematics. In all walks of life, good decisions demand good information.

Mr. Murdock mentioned specific mathematical concepts only in the context of what "many of us learned in traditional school mathematics.” There, he cited "computation procedures for whole numbers, fractions, solving equations, and even dividing polynomials.”

Such things are the essential stuff of mathematical content and must remain at the center of mathematics learning.

In contrast, the learning environments of reform mathematics are process-fueled and content-starved. Student teams are "challenged” to "discover” solutions without first developing conceptual knowledge or computational skill and experience. Imagine an analogous approach to swimming instruction in which groups of neophytes are tossed into the deep end to sink or swim.

This sink-or-swim feature of reform education is socially destructive. Public schools exist to promote educational attainment for all students, especially the less privileged. Children from advantaged families tend to have greater learning support at home. Children from hard-pressed families rely on schools to provide learning opportunities. When schools fail, prospects for achievement and success are restricted to the privileged.

Mr. Murdock cites Advanced Placement credit earned by TCAPS students between 1997 and 2006. More comprehensive data paints a different picture. A 2006 Michigan State University study published by the American Mathematical Association analyzed the college records of graduates from four Michigan reform-based school districts, including TCAPS. As reform implementation progressed, college math placement scores dropped, entering students enrolled in lower-level college math courses, and fewer students went on to complete a technical calculus course. Most earned lower grades, except for a small group of top students.

The impact of sink-or-swim reform education is to significantly reduce academic achievement for all but a few.

The impacts of sink-or-swim math instruction are potentially more dangerous for K-8 than for high school. Within the prevailing K-8 reform curriculum, one local elementary teacher advised that home tutorial is the only way for children to learn multiplication tables. Eighth-graders who have not yet internalized math facts and basic arithmetic will be barred from technical career paths, including business, medicine and engineering.

Reform mathematics has stirred considerable controversy in the nationwide community of mathematics educators, scientists and professional mathematicians. I urge education leaders in Traverse City to continue the work begun in 1999 and reinstate a traditional content-focused and skill-based mathematics curriculum at the K-8 level. It's best for the kids.

About the author
Bill Bogley of Corvallis, Ore., is a 1977 graduate of Traverse City Senior High School. He is now professor of mathematics at Oregon State University, where he also serves as the associate dean of the university Honors College.

About the forum
The forum is a periodic column of opinion written by Record-Eagle readers in their areas of interest or expertise.