Posts Tagged ‘teachers’

If you assumed this was Alpine School District in Utah, it’s not, but it’s the same old story. We’ve just saved $26,000 by not having the study done.  This news report is about Anchorage School District in Alaska which has jumped into constructivist math with the “Everyday Math” program (named thus because it was designed to frustrate parents and children every day). The “A-ha” moment of this article is right here. In all my years of studying this issue, I never saw this insidious angle.

Both Comeau and Nees say that they’ve heard complaints about the “Everyday Math” program from parents, who say that the method is so different from what they learned in school, that some parents aren’t able to help their children with their homework.

“When you have [the traditional method] on the board, and [the “everyday math” method] on the board, and the parent’s trying to do it the traditional way, [the student] is going to stop listening to Mom and Dad, and Mom and Dad can’t help them,” Nees said.

“Mom and Dad don’t know how to do it this way, so I will only listen to my teachers from now on.” Hmmm, where have I heard something like that before? Oh, that’s right, BYU’s Education department national consultant, John Goodlad.

Public education has served as a check on the power of parents, and this is another powerful reason for maintaining it.”
– John Goodlad, Developing Democratic Character in the Young, pg. 165

“Most youth still hold the same values of their parents… if we do not alter this pattern, if we don’t resocialize, our system will decay.”
– John Goodlad, Schooling for the Future, Issue #9, 1971

Parents do not own their children. They have no ‘natural right’ to control their education fully.”
– John Goodlad / Developing Democratic Character in the Young, pg. 164

Every child in America entering school at the age of five is insane because he comes to school with certain allegiances to our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being, and toward the sovereignty of this nation as a separate entity. It’s up to you as teachers to make all these sick children well – by creating the international child of the future.
-Dr. Chester M. Pierce, Harvard Professor of Education and Psychiatry, in an address to the Childhood International Education Seminar in 1973

It is a very real possibility that Mr. Goodlad and all these other educators have embraced constructivist math not only for the social engineering aspects, but because it’s another barrier between parent and child. Parents don’t know how to do this method of math, so they may figure that it will serve to separate the parents a little further from their children and get children to believe that their teacher at school is the source of knowledge they should turn to. Why? Here’s what other prominent national educators have taught.

Every child in America entering school at the age of five is insane because he comes to school with certain allegiances to our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being, and toward the sovereignty of this nation as a separate entity. It’s up to you as teachers to make all these sick children well – by creating the international child of the future.
-Dr. Chester M. Pierce, Harvard Professor of Education and Psychiatry, in an address to the Childhood International Education Seminar in 1973

Education should aim at destroying free will so that after pupils are thus schooled they will be incapable throughout the rest of their lives of thinking or acting otherwise than as their school masters would have wished …
-Bertrand Russell, quoting Gottlieb Fichte the head of psychology that influenced Hegel and others.

I have never before understood this issue in this way. If you are new to fuzzy math, or even for a quick refresher, I strongly encourage you to watch these videos and read my comments below. (Update, looks like the video on the news report has been taken down now. You can still read the story though.)

http://www.ktuu.com/news/ktuu-report-suggests-improvements-for-anchorage-school-district-math-program-20110620,0,7214623.story

[VIDEO REMOVED]

One final note, when the lady in the video above says that when students learn this way studies show they do better, that is utterly false. There are no studies that support constructivist math as a superior method of teaching. To the contrary, they have been shown as failures.

Here’s meteorologist M.J. McDermott to explain this bizarre lattice method along with a stinging rebuke of Everyday math and Investigations math (the parental-separator of choice for Alpine School District). This video is 15 minutes, but she explains the lattice method after a couple minutes. I strongly encourage you to keep watching though, as she will explain fuzzy division, and then share an astounding quote at the 10 minute mark from the Everyday Math textbook telling teachers that mastery isn’t important.

At the end she holds up a couple of Singapore math workbooks to help your children learn math and I also endorse the Singapore Primary math workbooks which you can get at www.SingaporeMath.com.

Two reports by the National Council on Teacher Quality (NCTQ) do a fantastic job of showing just where education colleges are failing students who want to become teachers, and then our children who are taught by these teachers.  One report was released in June 2008 for mathematics preparation of teachers entitled “No Common Denominator–The Preparation of Elementary Teachers in Mathematics by America’s Education Schools.” The second, released in May 2006, is on reading and is titled “What Educations Schools Aren’t Teaching About Reading and What Elementary Teachers Aren’t Learning.”

The math report examined 77 schools around the country and Utah State University was the only college in Utah that was examined, and also received a failing mark for teacher preparation.

This August, thanks to a grant by a generous donor, a report will be revealed that examines all 8 major colleges in Utah. I understand that only 1 college has received a passing mark, while 3 would pass if they required more courses of elementary education students, and 4 fail completely.

The links below will take you to the math and reading reports, but the gist of them was to give a few standards for teachers and development of a proper education base before they go off to teach impressionable minds.  The math report details 5 standards as follows:

1) Teachers must acquire a deep conceptual knowledge of math focused on

1. numbers and operations,
2. algebra,
3. geometry and measurement, and — to a lesser degree —
4. data analysis and probability.

2) Higher entry standards into the program with teachers demonstrating mastery of geometry and algebra 2 at the high school level

3) Must demonstrate a deeper understanding of math than what they must teach to children

4) Elementary content courses must emphasize numbers and operations and student teaching must focus on delivery of math content

5) Math content delivered to teachers should be done within the purview of a MATH DEPARTMENT

The entire math report is 28 pages and contains some other interesting things should any of you wish to look over it.  I am eager for the report in August and can’t wait to see how <cough>BYU</cough> fares.  I’m not expecting it will be the lone passing school in the state.

Link to math report

The reading report is also great and tells us what we already knew, that phonics and explicit instruction work best.  Sorry whole language constructivism.  You lose again.

Link to reading report