Why Must Algebra Be in All Students’ Academic Programs? What Are the Consequences if It Is Not?

1. Why Must Algebra Be in All Students’ Academic Programs? What Are the Consequences if It Is Not? Johnny W. Lott Department of Mathematical Sciences The University of Montana jlott@mso.umt.edu

2. What do we know about math? • Scores are rising. • Alaska’s schools are above, below, or where in the nation’s picture? • Expectations for the future are? • ?

3. Is algebra a civil right? • Robert Moses, the Algebra Project? • Collegiate Admission? • Future Earnings?

4. Importance of Math: What do we know? Students who take algebra and geometry go on to college at much higher rates than those who do not. 83% to 36% Mirra, 2004

5. Importance of Math: What do we know? Most four-year colleges require three to four years each of high school math and science for admission. Mirra, 2004

6. Importance of Math: What do we know? Misconception: College success is not linked to high school preparation. •This and next slides adapted from: Rosenbaum, J. E. “It’s Time to Tell the Kids: If You Don’t Do Well in High School, You Won’t Do Well in College (or on the Job),” American Educator, Spring, 2004, pp. 8-15.

8. Misconception: College plans lead to increased school effort. • Almost 40% of college-bound students believe that school effort has little relevance for their future careers. Rosenbaum, J. “College-for-all: Do students understand what college demands?” Social Psychology of Education, 2, 55-80.)

9. Misconception: High school homework doesn’t matter for college success. • Students doing no homework end up with 1.2 years less education and 19% lower earnings than average. • Students doing 1.5 hours or more a week of homework attain almost 1.5 more year of education and attain 16% higher earnings than average. Rosenbaum, J. In American Educator,Spring 2004, p. 11-12.

10. Age US Median Salary Alaska • 21-24 yrs $20,502 $21,805 Not HS grad. $16,430 $18,715 HS grad $19,659 $21,463 Some college $20,692 $22,266 Bachelor deg.$27,074 $24,896 Adv. Degree $27,283 $31,250 • 55-64 yrs.$36,119 $45,195 Not HS grad. $24,009 $28,250 HS graduate $29,926 $36,885 Some college $36,323 $42,250 Bachelor deg.$50,082 $51,361 Adv. degree $60,431 $59,773 US Census 2000

11. Misconception: Going to college means taking college-level classes. • In 1992, at least 25% of entering freshmen took at least one remedial class. (4-year colleges) • In 1992, at least 61% of entering freshmen took at least one remedial class. (2-year colleges) Rosenbaum, J. In American Educator,Spring 2004, p. 12.

12. Misconception: School counselors should not offer discouraging words about the hard work necessary for college success. • In 1992, 66% of seniors reported that counselors encouraged them to go to college. • However in 2001, 57% of seniors in the bottom half of the academic rankings reported that counselors urged them to go to college. Rosenbaum, J. In American Educator,Spring 2004, p. 12.

13. Importance of Math: What do we know? Almost 90% of all new jobs require math skills beyond the high school level. Mirra, 2004 We are preparing students for jobs that have not yet been invented!

14. Importance of Math: What do we know? Entry-level automobile workers must use advanced mathematics formulas to wire a car’s electrical circuits. Mirra, 2004 What math does it take to decide how to cut a forest (and re-plant it)?

15. Importance of Math: What do we know? Strong math skills are needed for understanding graphs, charts, and opinion polls in a newspaper, for calculating house and car payments, and for choosing a long-distance telephone service. Mirra, 2004

16. Importance of Math: What do we know about the population and teachers?

17. Teachers and the population are changing! • How unlike the Netherlands are we?

18. deLange, et al, 1993

19. What do older teachers and older parents have to do with math? What are attitudes towards math? What are your schools’ attitudes towards math?

20. What is your reaction to the cartoon?

21. MerryXmass

22. How would your school treat students who understand it? • As geeks and nerds? • As good math and science students? • Ignore them?

23. What is public perception of mathematics and science? • I don’t do it. • I can’t do it. • I understand if you can’t do it. • You don’t have the math gene. • I never use it. • I never needed it.

24. What is the evidence for public perception of math? • News • Cartoons • Books • Conversation • What is the bases for the perception?

25. Newspaper perception of math? • What were the PISA headlines? • What were the TIMSS headlines?

26. PISA (Program for International Student Assessment) Headlines • U.S. Continues Decline in Math! • U.S. Again at the Bottom! • Are You Mathematically Literate? • “At a time when there is an increasing need for scientists and math-related career people, the U. S. is not producing.”

27. TIMSS (Third International Mathematics and Science Study) Headlines • Math Curriculum: A mile wide and an inch deep. • Fourth Graders Okay But Eighth Graders Are Losing. • What is your headline?

28. Potential Headlines • SATs Up for the 20th Year • ACTs Hold Steady • NAEP Math Scores Continue Climb • Students Taking More Math than Ever

29. How many students are preparing for math-related careers in your school? • How many students do you have • taking the minimum requirements in math for high school graduation? • in the senior class are taking mathematics? • who are minority students and are taking four years of high school mathematics?

30. The EquityPrinciple Excellence in mathematics requires equity-high expectations and strong support for all students. (NCTM, 2000)

31. How are your schools treating “all” students? • What are the expectations for males? • What are the expectations for females? • What are the expectations for minority students? • What are the expectations for challenged students?

32. Technology or Not? • Who uses technology in your school? • Is it available to all students? • Is it available to the underachievers?

33. Evidence • Despite opportunities by technology to teachers to change their teaching practice, they use handheld graphing technology as an extension of the way that they have always taught their classes. • Burrill, et al, p. iv

34. Evidence • Teachers’ beliefs and teaching methods influence how students use technology. • Mathematics and technology must work together for outcomes to be beneficial. • Burrill, et al.

35. Evidence • Students who use handheld technology have a better understanding of functions, variables, of solving algebra problems in contexts, and interpreting graphs. • No significant differences are found in procedural skills. • Burrill, et.al.

36. Evidence • Some studies found that lower-achieving students made larger performance gains when using handheld graphing technology than did moderate and high achieving students who also used this technology. • Burrill, et al.

37. Are all working together? • Are you promoting math to your students? • Are you supporting your schools to encourage math? • It’s our future and it is in your child’s hands.

38. References • Burrill, G. Handheld Graphing Technology in Secondary Mathematics: Research Findings and Implications for Classroom Practice. Grant to Michigan State University by Texas Instruments, 2002. • http://www.census.gov/hhes/income/earnings/call1akboth.html • http://www.census.gov/hhes/income/earnings/call1usboth.html • Mirra, A. (ed.). A Family’s Guide: Fostering Your Child’s Success in School Mathematics. Reston, VA: NCTM 2004. • Rosenbaum, J. “It’s Time to Tell the Kids: If You Don’t Do Well in High School, You Won’t do Well in College (or on the Job),” American Educator Spring 2004, pp. 8-15, 41-2. • U. S. Department of Education. Improving Mathematics Achievement: What Parents and Families Can Do. Available free of charge from www.edpubs.org. • Weiss, I., et al. Report of the 2000 National Survey of Science and Mathematics Education. Chapel Hill: Horizon Research, Inc. December 2001.