Abstract #2

Making Mathematics Work for All Children: Issues of Standards, Testing, and Equity

Summary:
This article describes the transition needed from traditional mathematics – i.e. solving problems – to quantitatively sophisticated reasoning. This article discusses the performance gap between white students and students who are categorized as minorities. The author describes how a shift from traditional curriculum to what he calls “reform” curriculum has narrowed the performance gap between whites and minorities. The author gathered data from schools in Pittsburgh, Pennsylvania. “Perhaps most important with regard to equity, not only did average scores on skills, concepts, and problem solving go up, but racial differences in performance diminished substantially” (Schoenfeld, p 17). The author describes how mathematics reform can only occur when curriculum, assessment, and professional development are all aligned. Finally, the author described what it takes to reform mathematics the right way. In order to change mathematics, and to insure the sustained improvement of instruction, the following issues must be addressed: high quality curriculum; stable, knowledgeable, and professional teaching community; high quality assessment that is aligned with curricular goals; stability and mechanisms for evolution.

Reflection:
I found this article extremely interesting in that it describes how traditional curriculum is preparing students, especially minorities, for low paying jobs. Looking back at my educational experience, I realize that throughout my schooling, I was directed towards enriched mathematics courses while many of my minority classmates were directed towards basic courses. Just because of my skin color, it was assumed I would do well in Math. This was not the case. Math has never been my strongest subject and I quickly moved back to basic Math courses. However, many of my minority classmates could easily solve my “enriched” problems quicker than I could.

Another interesting point that made me think was how lacking our society is when it comes to conceptual understanding and problem solving. Unfortunately, this starts at a young age. As a third grade teacher that is responsible for teaching students to pass the CRT’s, I am unable to spend much time on problem solving. The amount of information that must be learned before testing is so vast, that we “stick to the basics” (how to solve problems). There is little time to teach how to figure out a solution, we ask students to give us an answer. By the time students reach the upper grades and are given word problems that involve multiple steps, they are unable to do it properly. Once a habit is formed, it is difficult to change it.

Reference:
Schoenfeld, A. (2002). Making Mathematics Work for All Children: Issues of Standards, Testing, and Equity. Educational Researcher. 31(1), 13-25.