Math in lower grades: Are we asking too much?

Math in lower grades: Are we asking too much? Ashley Henry Ivy Tech-Education 101 April 17, 2014

INTASC Standard, Description and Rationale • Standard #5: Application of ContentThe teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. • Name of ArtifactContemporary Issues PowerPoint • DateApril 17, 214 • CourseEducation 101 • Brief DescriptionFor this assignment I researched a current educational issue, of which I chose math in lower grades, specifically algebra. For this assignment, I had to make sure I was using credible resources, such as journals or other scholarly works, to present an unbiased view of an issue. • RationaleTo show my understanding of Standard 5, Application of Content, I chose to include my Contemporary Issues assignment. I feel this project is a prime example of this standard because I know there will be times when the students will ask why they have to learn certain subjects or certain concepts, and I feel knowing what is going on around the world and in local schools or the government can help me to better explain to them why they have to learn something. This assignment shows that I know the proper places to look to receive credible answers to questions.

Background • In 1982 Robert Moses was awarded a MacArthur Fellowship. • used the money to start The Algebra Project • a community-based effort to bring algebra to historically underserved middle school students—primarily, children from low income households and students of color. • The Clinton Administration tied the equity theme to international competitiveness and pushed for more students to take algebra before high school. • “Around the world, middle students are learning algebra and geometry,” President Clinton observed. “Here at home just a quarter of all students take algebra before high school

Pros to Offering (or mandating) Algebra in 8th Grade • Algebra has been offered as a course since the 1980s • For those students who were “gifted” (Taking this course was not typical) • Raising Expectations • If we don’t have high expectations of students, then then they will only do the “minimum” • Everyone takes the same course (even those considered below average) • Promotes equality • “Raises the Bar” • Provides opportunities for those students who would typically not take the course, to take it • Hispanic, Black, Economically Disadvantaged • Students better prepared for college math courses • Algebra I in 8th grade permits students to take some calculus in high school • Algebra I (8) , Algebra II (F), Geometry(So), Pre-Calc/Trigonometry(Jr), Calculus (Sr)

Cons to Algebra in 8th Grade • Puts too much pressure on Students • Specifically those who are underprepared • Lack of benefits for lower-performing students • Most will fail the course, and possibly lack motivation to so well later in school • Increased failure rates • Many of the nation’s lowest-performing middle school students are taking algebra before they’ve even mastered the basic skills—fractions, decimals, and percentages, let alone problem solving. • Repetitious course taking in high school. • If failed in 8th grade, have to repeat in 9th • Students are not being prepared or shown in previous grades (or a form of pre-algebra) algebraic concepts • Students don’t see anything like algebra until introduced in 8th grade.

“ To prepare students for eighth-grade algebra, teachers have to be trained, the curriculum has to be aligned from kindergarten on, and the courses have to be externally moderated. While holding high standards for every student is critical, there should be multiple pathways to reaching these standards. ”

Discussion Question Who do you think is right? The Politicians? (who claim that our children need to take algebra at younger ages) Or the Researchers? (who think that our children need to wait)

Discussion Question #2 Do you feel the pressure the government puts on students to constantly be equal, if not better, than those in other countries is worth it?

The Researchers

What was found? • A 2012 North Carolina study of 141,000 students found students taking algebra early scored significantly lower on end-of-course tests in Algebra I. And, they were less likely to pass standard follow-up courses. • That suggests that though strong math students can benefit from taking algebra in eighth grade, it is "decidedly harmful" for weaker math students to be rushed into advanced math concepts, • Studies showed that the average math achievement level in the U.S. dropped as the number of students taking eighth-grade algebra classes has increased.

References • http://www.principals.org/portals/0/content/58561.pdf • http://www.lpfi.org/sites/default/files/aera_success_and_failure_in_8th_grade_mathematics.pdf • http://www.deseretnews.com/article/865577774/New-research-says-the-push-to-have-students-take-algebra-by-8th-grade-has-hurt-not-help-students.html?pg=all • http://edsource.org/2012/many-math-students-are-flailing-repeating-courses-without-success/23725 • http://www.education.com/magazine/article/higher-math-grades/

Math in lower grades: Are we asking too much?