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Math educators in the United States should stress the understanding of the learners and teach them to process certain understanding to succeed in mathematics. The connection between math understanding and the reading of math problems should be raised in smaller grade levels so students have a better understand of math at younger ages. Yet it is not all the students part in learning the math, but also the educators part to teach the subject in an understanding manner using the curriculum and proper textbook. The rankings of mathematics in the United States are just barely above average compared to the world standards, and the preliminary studies show that the twelfth grade level tests are even lower and politics has to be blamed for this (Math and Learning). As teacher-educators and lifelong mathematics enthusiasts, we think that Americas problems with math are not new news; they predate both the No Child Left Behind Act and the reform-math movement. To us, the story here is less about test scores and more about the nations attitudes toward math.
Simply put, America is math-phobic to an extent that profoundly influences our countrys policies, teaching practices, and, ultimately, the performance of our students. (ERIC) The National Council of Teachers of Mathematics (NCTM) want to emphasis the basic skills taught in math classes as per their standards made in 2000. The old standards, made in the 1990 s, stressed importance on new ideas, and integrated technology use to solve complex equations. Ms. Lappan, the president of NCTM said, "That became, in some places and for some teachers, the goal.
They missed the main goal: that children become highly skilled in using mathematics; We " ve tried to be very clear [in the revised standards] that mathematics is the goal. The proposals of the 1990 standards and the 1998 needing revisions said the same: Mathematics teachers need to reach all children by offering a variety of instructional strategies that encourage students to learn the concepts that lie under the algorithms they are learning; The changes, however, are unlikely to satisfy critics who find fault with the 1989 standards themselves, not just the way teachers and policymakers have implemented them. And they may also confuse and frustrate educators who have radically changed the way they teach based on the 1989 standards. Diane Ravitch, an education historian, said, "If you look at the history of the past 40 or 50 years, whenever a group of educators say they are going to de-emphasize basic skills, you can look at that as a storm warning (Hoff). Teachers have been too particular in what part of the standards to teach students. This is a main cause of students hating math because of the teachers teaching only what they believe is necessary and when the students get to higher levels they need the material not taught in the previous level.
Another cause is the teachers who themselves do not understand the subject, thus making it harder for the students to learn (Hoff 35). It is very common now for math teachers to say in their teacher lounges how they wished to have learned math earlier and better. The American Federation of Teachers has been fighting a lonely battle asking for content quality in courses and better teaching knowledge in performance. Children get messages from adults that math is something to be feared to rush through and to memorize rather that to enjoy and solve the math.
Children over hear conversations about mathematics genes and natural ability. An example is: Adults do not expect very much of their children in math so they allow them to say I cant do math, but do not allow them to say, at any time, I cant read, (Math and Learning). Even the NCTM focuses on the importance of good teachers in their new 2000 standards because they see the affects of good teachers in a study made by Elizabeth Schulz. The study has shown that teachers who teach the class as a whole rather then in groups produce brighter students (Schulz 10). The use of proper textbooks has also shown to affect education. Teachers request textbooks which give greater depth and fewer topics, and want longer lessons linked together in chapters to create a better flow of understanding.
President Clinton was right to congratulate the nation's 4 th grade students on their accomplishments following the release in June of the Third International Mathematics and Science Study, or TIMSS. Studies showed that fourth grade students placed eighth in math in the world. Yet there is also another concern in the mathematics for the eighth graders. United States students placed 28 th in international ranking, which is just a bit above average. The cause, told by the TIMSS, are the standards, which are a lack of focus and behavior coming for the poor teaching in the country. The Third International Mathematics and Science Study warn unequivocally: United States students need to work toward a better, deeper understanding of mathematics -- the "how" and "why" behind the equations.
Without a clear, consistent vision for teaching math, there is little chance for any of our children to ever meet these standards. And this vision must start with the people whose job it is to impart knowledge to them: the teachers (ERIC). Political leaders of both parties have certainly recognized the need to address this crisis. America 2000, initiated by President Bush and adopted in somewhat different form as the Goals 2000 Act signed by President Clinton, calls for national standards in every educational discipline (Math and Learning). The teachings of math in this country affect students in many ways such as teachers that teach math, the government that doesnt support better funds for teaching math, the curriculum reform, and many more. Most of these things are not as visible in society yet it still occurs.
The students ranking so low in the world in math is not good at all, and there needs to be something done about the matter.
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Research essay sample on The Teachings Of Mathematics Education In America
