I have taken time over the break to read some revolutionary books about math education (check out my resources page for links to a few) and to re-watch this video by Dan Meyer , and it has occurred to me that if these revolutionary voices become mainstream, it could result in the elimination of current mathematics classes which in turn would eliminate the need for traditional mathematics teachers. I like to consider myself innovative and different from a traditional math teacher, but, in all honesty, much of the work that I do still revolves around very antiquated models of math instruction. I have come a long way, but I have much farther to go. I am also hamstrung by a system that is slow to change and is relentlessly pursuing higher scores on standardized assessments.The reasons we have not made the wholesale transition to better math instruction are many fold, but here are the top four reasons: 1. TEACHERS HAVE NOT EXPERIENCED QUALITY INSTRUCTION
Too often, math teachers have learned their craft by mimicking their own math teachers (regardless of how effective those teachers might have been). Even some of my most gifted teachers were trapped in a system and curricula that did not inspire an appreciation for mathematics. I spent the first 10 years of my career imitating my teachers and implementing traditional teaching practices following the familiar "I do, we do, you do" model with traditional texts, worksheets, explicit examples and independent practice. Math instruction has improved marginally over the years since the teacher education programs and quality professional development have allowed the younger generations of math teachers to experience some of the newer (and more effective) models of instruction, but the majority are still doing a lecture-style of instruction and with poor outcomes.
It is hard to produce a quality learning environment for students when you have not experienced a quality learning environment or authentic problem solving in a mathematics class.
2. INSTITUTIONS DO NOT EMBRACE TECHNOLOGY
Not too long ago, I found myself sitting in a workshop for mathematics teachers. A professor from one of the largest universities in my state stood and lectured us about the evils of the graphing calculator. We proceeded to listen to all the methods used to block access to technology for assessments and assignments. I, of course, was outraged at this discussion, but since I represented a small minority in that group, I kept my frustrations to myself. It was then that I realized that most teachers in my state have no idea how to use technology to teach mathematics in the 21st century because they have not been allowed to use those tools to learn the mathematics in their training programs.
3. THE COURSES DO NOT EXIST in most schools
In most secondary schools in the United States, students are taking Algebra 1, Geometry and Algebra 2 or some integrated program of Algebra and Geometry. In some schools there are Statistics and Calculus courses. The standards being taught in traditional math courses include things like: Operations with Complex Numbers and Simplifying Rational Expressions. Although real world modeling and statistics have been added into most secondary curricula, it is also true that teachers often skip those units of instruction to prepare for high stakes exams with drill and skill practice. Courses that encourage innovation, problem solving, and authentic application are rare. Very few mathematics teachers have ever taken or taught a problem solving math course of that nature.
4. THE STATUS QUO IS MAINTAINED BY THE POWERFUL
There are instructional materials companies, educational enterprises, and political groups that exist because of the current issues in math education. Even though solutions may be available via free quality technology resources, those resources undermine decades of potential future profits. The current systems are maintained by those in power that fear losing their positions. We have the ability to connect quality educators and rich tasks with students in under-served areas of our states using instructional technology via the internet at a reduced cost, yet that conversation is not happening in our legislatures.
Those in power prefer the status quo to undermining the current model.
In summary, if you are reading this blog, you are probably searching for answers to these problems. It may be disheartening to know that there are many obstacles to transforming our mathematics classes. I was recently challenged by a fellow math teacher who firmly believes the current system is perfectly fine and those who question it must not understand the purpose of math instruction (to work with abstraction and exercise the mind exclusively). I am accustomed to being in the minority, but in this case, most of the world is on my side. There are few outside of our profession that believe that most mathematics taught in school is beneficial in the long run.
Join me in changing that perception by changing school mathematics.
If you are not already following me on twitter, I invite you to follow
If you are ready to join the revolution to remake mathematics education, contribute to the conversation. Find your #PLN (personal learning network) and share what you have learned to make mathematics more meaningful for students.
Susan Carriker
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