MATH IN THE NEWS

Math is all over the news these past couple of weeks. The National Mathematics Advisory Panel just came out with their report. Their findings should not be a surprise to us. We know that we have had some difficulties in our math program and changes needed to occur to remedy the difficulties our students are having with Algebra. I have talked with a representative from TIMSS who is also on the board of NCTM, as well as our state math consultant, and the University of Connecticut math professor to get their input on math programs. All have shared with me the importance of a conceptual based program. We also know that there is not one perfect math program and any program needs to be supplemented. But through research we also know that students need to understand concepts in order to be successful in high level math. The full panel report can be found at:

http://www.ed.gov/about/bdscomm/list/mathpanel/index.html

Here are some of the findings…
“A focused, coherent progression of mathematics learning, with an emphasis on proficiency with key topics, should become the norm in elementary and middle school mathematics curricula. Any approach that continually revisits topics year after year without closure is to be avoided.
By the term focused, the Panel means that curriculum must include (and engage with adequate depth) the most important topics underlying success in school algebra. By the term coherent, the Panel means that the curriculum is marked by effective, logical progressions from earlier, less sophisticated topics into later, more sophisticated ones. Improvements like those suggested in this report promise immediate positive results with minimal additional cost.
By the term proficiency, the Panel means that students should understand key concepts, achieve automaticity as appropriate (e.g., with addition and related subtraction facts), develop flexible, accurate, and automatic execution of the standard algorithms, and use these competencies to solve problems.
To clarify instructional needs in Grades PreK–8 and to sharpen future discussion about the role of school algebra in the overall mathematics curriculum, the Panel developed a clear concept of school algebra via its list of Major Topics of School Algebra (listed in the report,).
The Major Topics of School Algebra ( listed in the report) should be the focus for school algebra standards in curriculum frameworks, algebra courses, textbooks for algebra, and in end-of-course assessments.
A major goal for K–8 mathematics education should be proficiency with fractions (including decimals, percents, and negative fractions), for such proficiency is foundational for algebra and, at the present time, seems to be severely underdeveloped. Proficiency with whole numbers is a necessary precursor for the study of fractions, as are aspects of measurement and geometry. These three areas—whole numbers, fractions, and particular aspects of geometry and measurement—are the Critical Foundations of Algebra.
BLOGS
On another note, I want to thank Mr. Miller for a list of his sites for developing blogs. These can be great sources for anyone who wishes to use blogging and wikis as a tool for student learning.
The March 2008 edition of The Reading Teacher has an article on collaborative literacy: Blogs and internet projects. It talks about how teachers can capitalize on suthentic writing, the writing process and the engagement of collaborative writing using these new technologies such as blogs.