An Advanced Math Education Revolution Is Underway In the U.S. (theatlantic.com)

AthanasiusKircher writes: The Atlantic has an >extended article on the recent surge in advanced math education at the primary and secondary levels in the U.S., arguing that last year's victory for the U.S. in the Math Olympiad was not a random anomaly. Participation in math camps, after-school or weekend math "academies," and math competitions has surged in recent years, with many programs having long wait lists. Inessa Rifkin, co-founder of one of these math academies, argues that the problems with math education begin in the 2nd and 3rd grades: ""The youngest ones, very naturally, their minds see math differently.... It is common that they can ask simple questions and then, in the next minute, a very complicated one. But if the teacher doesn't know enough mathematics, she will answer the simple question and shut down the other, more difficult one." These alternative math programs put a greater focus on problem-solving: "Unlike most math classes, where teachers struggle to impart knowledge to students—who must passively absorb it and then regurgitate it on a test—problem-solving classes demand that the pupils execute the cognitive bench press: investigating, conjecturing, predicting, analyzing, and finally verifying their own mathematical strategy. The point is not to accurately execute algorithms, although there is, of course, a right answer... Truly thinking the problem through—creatively applying what you know about math and puzzling out possible solutions—is more important."

The article concludes by noting that programs like No Child Left Behind have focused on minimal standards, rather than enrichment activities for advanced students. The result is a disparity in economic backgrounds for students in pricey math activities; many middle-class Americans investigate summer camps or sports programs for younger kids, but they don't realize how important a math program could be for a curious child. As Daniel Zaharopol, founder of a related non-profit initiative, noted in his searches to recruit low-income students: "Actually doing math should bring them joy."

Comments

Math is fine!

[EzInKy]

But will it get you a job? Only employers know what it is important to know.

Re:Math is fine!

[tnk1]

He had a point. The register isn't for math, it is for *accounting*. He has to true up his drawer against the receipts for that shift. One loaf of bread isn't going to be a huge issue, but if loaves start walking out the door and the cameras pick up the cashier taking cash and not entering it, it is possible that the cashier gets in trouble at least for failing to account for things.

Worse, if someone actually is stealing those loaves or cans of spaghetti (low amounts of shoplifting are common in stores) and the cashier is seen taking money for those things which is not accounted for, they assume he or she is running a side business and pocketing the cash.

So yeah, he's probably not going to jail, but you were not entirely in the right there.

drop coding, do math

[sittingnut]

drop the silly coding classes that gives nothing ('nerds' will learn anyways, others never will), do maths!

-
but will americans ever be free of mind control to even ask,
"I admit that twice two makes four is an excellent thing, but if we are to give everything its due, twice two makes five is sometimes a very charming thing too." - from 'notes from underground' by fyodor dostoyevsky

Math is a Chore

[sycodon]

The way math is taught, Math is a chore. The way common core teaches it, it's a stupid, idiotic chore.

There is never an example of the wonders of math. No examples of what can be accomplished and how you can actually benefit. It's just a series of numbered problems with the answers to the odd numbers in the back and precious little explanation. Something to finish before class is out and to remember just long enough to pass the next test.

Math is a chore because it's taught like a chore.

Re:Math is a Chore

[sycodon]

Yes, but there needs to be a context and a purpose to that chore.

When you are learning to read first grade books, the teacher is reading third grade level books to you. You see what's possible. YOU want to read that book. But you can't. So you work harder on the books you can read in order to be able to read the higher level books.

It's like being taught to sculpt marble by MichaelAngelo, but he only lets you see the 6 square inches around the chisel.

Re:Math is a Chore

[bluefoxlucid]

Things you need to rote memorize in math: Complement sets {(1,4),(2,3)} and {(1,9),(2,8),(3,7),(4,6)}; Multiplication tables; Computational algorithms (addition and subtraction using the complement sets; multiplication and division using the multiplication tables; mental calculation for square roots, and the generalized nth root algorithm); Algebraic rules. Have these at your fingertips and a computation is equivalent to its result: glance at a page of numbers and recite the result immediately, without thinking.

Things you *should* memorize in math by network: Algebraic formulas; Trigonometric identities; Geometric formulas; Methods of derivations of the prior. These are things which tell about each other. You'll remember how they work by working with them; you'll associate them together by how and why they function; and you'll begin recognizing that pieces of equations are related to pieces of other equations, allowing you to put them back together when you forget. That association will let you walk your memory back to any equation you need if it isn't immediately familiar; if you *do* forget something like the Law of Cosines, you can recreate it based on what you do remember.

The set of required rote memory--stuff you're going to need to repeat to yourself again and again--is minimal. Even then, you'll likely memorize the compliments, the algorithms, and the algebraic rules by habit of doing; you'll need to memorize the multiplication table by brute force, since you're only ever going to focus on recalling a few elements here and there, instead of all elements *constantly*. Everything else fits into large, complex systems which you can map out in your mind to develop a broad field of organized, associated information, thus strengthening the links to all these facts by making them cognitive.

When *I* was in school, they just made us memorize each new concept and equation. We had to recite equation when prompted, and were only given them in the form of "This equation solves this type of problem." Rote memorization in inappropriate places.

ask Shatner who gets credit

[bill_mcgonigle]

From my experience with kids of this generation, there's one teacher who's responsible for most of the positive increase in mathematical competency in recent years: Salman Khan.

I'm sure you'll find any number of politicians and their cronies at the textbook corporations who will claim credit, but when they mess everything up and the children find themselves mystified and befuddled, they turn to Khan for help.