Monday, August 4, 2008
I've been teaching math for thirty-nine years and have experimented with multiple ways for kids to grasp the subject. I absolutely agree with focusing on concept development (hands-on, pictorial, then abstract) as probably everyone in the room did today. My "insightful" question is this: If this is the best way to teach math, and research apparently shows that it is, wouldn't it benefit everyone (children and teachers alike) to have a "national curriculum" focusing on thorough concept development and its common language along with collegiate training of future math teachers in the best practices for delivering this type of curriculum?
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I felt the same way. Today, as I was having "a-ha" moments about my own childhood experiences with math, I was thinking of all of the other people in my school that should be involved with this training. Why aren't more people thinking this way???
I felt the same way. Today, as I was having "a-ha" moments about my own childhood experiences with math, I was thinking of all of the other people in my school that should be involved with this training. Why aren't more people thinking this way???
Gary, that is a salient question - one that has been asked by many. There is talk among the dreamers that the day could come where a national curriculum could be implemented but we aren't even close yet in my opinion. Decision-making autonomy is near and dear to most educators and the idea of a national curriculum is interpreted by some as an erosion of that. Additionally, most human beings are reluctant to jump on a train they don't quite understand. It will take time and education. But, lots of things are changing and who knows....
Hi Gary.
I would be happy simply to see a more standard approach in my district! We have 11 elementary sites in Portland... and we probably have 7 or more different sets of curriculum... and even within each site there are some very different approaches to the delivery of instruction. Things get really messy when kiddos move around the city... which they do... frequently.
Fortunately, Portland has a fine group of Math Leaders who have created a framework to help guide us.... and it's helping. (Thanks Peg... and all!)
I am wondering if the place to start is within the teacher education programs.... certainly the NCTM is trying. Eventually, if new teachers come in with a standardized approach... maybe that would help?
A colleague of mine just returned from Japan, where he taught English classes in a high school. When he met with other American teachers in the evening, he found that they were all teaching the SAME lessons on the same day. Everything was very choreographed and scheduled.... and structured. Imagine! Maybe that would be going too far in the other direction?
CindyN
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