Math IS fun!

Isn't it about time that people started to appreciate the fun of Mathematics? Maybe if the public would encourage (maybe even allow(?)) teachers to use technology creatively, we could get past this sickening stumbling block of math-hatred. Check here for more samples!!

 

 

 

Note: Did you ever see this when first learning trig?

 

Mathematical motivation is KEY!

It's a little known fact that students with a PC and a free piece of software called GeoGebra could easily create images such as the one above.
It is my feeling that student creation of such images and designs can be a springboard toward student interest in mathematics in general.

Can't we just get it right?

" Sue and John have marbles in the ratio of 2:3. Together, they have 35 marbles. How many marbles do each one have ?"

The above statement was used in a PowerPoint slide by representatives on the New York State Education Department in a presentation at the annual conference of the Association of Mathematics Teachers of New York State in Buffalo earlier this month.

It makes me cringe.

Many would look at it as just a careless mistake. That bothers me. I find a hard time accepting errors that could have and should have been caught. At any rate, does that imply that there are errors that are "careful"?

I would expect that NYSED would hold itself to a higher standard than to leave items like this uncorrected. I would also point out that the statement is in a 6th grade example, whereas subject-verb agreement is a 3rd grade item in the Common Core (see this)
 

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9. Will the Regents have low scores like the 3-8 State Tests did? Or will there be a change in the cut score to account for low scores until we fill in the gaps created by the rushed implementation of the Common Core?

A. For the Algebra I (Common Core) Regents Exam in June, a meeting will be held following the exam to set the performance standards. A large, representative committee of teachers is convened to review the items and performance level descriptions, and make decisions about what students must be able to do to be classified into each level of performance. The committee of teachers (known as panelists) recommend ‘cut-scores’ to the Commissioner. The Commissioner sets the final cut scores.

10. Will the passing rate for the Algebra Regents change drastically?

A. For the Algebra I (Common Core) Regents Exam in June, a meeting will be held following the exam to set the performance standards. A large, representative committee of teachers is convened to review the items and performance level descriptions, and make decisions about what students must be able to do to be classified into each level of performance. The committee of teachers (known as panelists) recommend ‘cut-scores’ to the Commissioner. The Commissioner sets the final cut scores.

 

The above paragraph is a written answer to a question submitted to NYSED prior to the AMTNYS conference. The red is mine. I bring emphasis to the fact that the performance standards are set after a test rather than before. This helps perpetuate the impression among in-service teachers that they are dealing with a moving and vague target. I would also point out the identical response to two different questions. It reminds me of the "name, rank, serial number" reply soldiers gave: acknowledge a question but contribute little in the form of an information.

Smart Scheduling?

Before I pass judgement on the June 2014 New York State Regents Examination schedule, I would like to hear from the source why two key exams in mathemtics were scheduled for the same time.
All I need to know is who set the schedule, and why it was set  this way.
I cannot find this information anywhere on the NYSED web site.

FYI

NYTimes: The Not-So-Hidden Cause Behind the A.D.H.D. Epidemic http://nyti.ms/1gfEIcr

AMTNYS 2013

November 6 to 9 this fall the Association of Mathematics Teachers of New York State (AMTNYS) will be having their fall conference at the Adams Mark Hotel in Buffalo.

As the AMTNYS County Chair for Columbia and Greene Counties I strongly urge anyone with any connection to math education to attend.

The organization is not limited to teachers, and is not limited to NY residents. The only requirement is that you join AMTNYS.

Schools: a reflection of the community

I just finished reading a column in the Albany Times Union  written by Questar III superintendent James Baldwin about the results from the round of testing that took place this spring in our schools.  This article just added confirmation to the feeling I have been gradually acquiring for decades that schools are a mirror of the community. Testing is measuring the community, and by that I do not mean just the school community. I mean the while darn thing.

 

There is a whole slew of people around who seem to think that schools drive the community: you can tell those the way that talk about "the work force of tomorrow"  and other such stock phrases.  Those people are the ones constantly campaigning for some new school reform or another with the goal in mind of "making America number 1 again!"

 

These people are putting the cart before the horse. These people would see global warming and try to fight it by redesigning a thermometer.

 

In order for our schools to get better and stronger, our whole country must get better and stronger. We have to build better buildings for our schools. We have to make better movies and TV shows for the youth of America.  We have to feed the whole country better if we expect children to eat better. We have to have better lives with the kids before we can expect them to live better without us. We need to take pride in educating our youth outside of school before we can expect them to take pride in educating themselves inside of school.

Change all the tests and curricula you want. Nothing will work unless and until the community makes a solid effort to change itself.

I hate to be the bearer of bad tidings, but if you want to get a sense of any local area in this country, visit its school(s).