Teachers should see all their students as capable of learning math. They should not see all students as competent in math, unless all their students have achieved competence in math. The besetting sin of education is the tendency to pretend that things are OK when they're not. Let's pretend the kids who can't solve math problems have some other, just-as-good knowledge or skill we're not measuring. That relieves us of the burden of trying to teach them. It doesn't relieve them of the burden of innumeracy.
Thank you for your thoughtful post regarding the NCTM position paper. I appreciate your efforts to improve math education.
While I agree with many of your points about enhancing math teaching and learning, I find it challenging to label the paper as "defiantly tone-deaf." It acknowledges significant challenges that math educators face, particularly concerning our students' math identities.
Effective teaching requires more than just direct instruction and assessments; it hinges on student engagement. Successful classrooms are built on lessons that resonate with students, fostering both necessary math skills and a sense of agency. Creating relevant, community-connected learning environments needs to be a priority.
Hi Aaron, thanks for reading and thanks for your comment! No doubt that student engagement matters, I agree with you. I just found the NCTM suggestions—and they're big ones, calling for changing the entire culture of math teaching—aren't very actionable, or measureable. To me they seem really vague, do they feel that way to you? How would a teacher know they are "valuing the community" enough? What actions would a teacher take and what would be the measure of success? I also thought it was weird that they didn't mention any of the research on how student success in math decreases math anxiety and improves engagement.
In my view, the position statements represent the underlying values and principles we need to agree on before determining our next steps. To change the culture of math teaching, we must align on some of these ideas.
I've observed that math departments often hold some of the most problematic views regarding student learning, the 'correct' way to do math, and who should have access to higher-level content.
I don't see this position statement as excluding any of your ideas for improving math education.
These positions are actionable within my own context. I could elaborate further, but I believe that is a separate discussion. Having the NCTM agree to and clearly define these guiding principles and values would affirm and encourage the work I/we do at the local level.
Beyond student and family surveys, you're right; measuring some of these aspects is challenging. There is certainly more work that needs to be done to measure how students and families feel seen and valued by schools.
And yes, I completely agree with you! My students perform better in my class and engage more when they experience early and frequent success. This is a significant component of a culturally relevant classroom. Again, I don't see it as being at odds with this statement.
True change is not going to happen until the education profession is valued and supported by more than lip service. We can all recommend things to change, but unless there is support, both by the district and by the government, nothing will change.
True change is not going to happen until the education profession is valued and supported by more than lip service. We can all recommend things to change, but unless there is support, both by the district and by the government, nothing will change.
True change is not going to happen until the education profession is valued and supported by more than lip service. We can all recommend things to change, but unless there is support, both by the district and by the government, nothing will change.
True change is not going to happen until the education profession is valued and supported by more than lip service. We can all recommend things to change, but unless there is support, both by the district and by the government, nothing will change.
True change is not going to happen until the education profession is valued and supported by more than lip service. We can all recommend things to change, but unless there is support, both by the district and by the government, nothing will change.
Teachers should see all their students as capable of learning math. They should not see all students as competent in math, unless all their students have achieved competence in math. The besetting sin of education is the tendency to pretend that things are OK when they're not. Let's pretend the kids who can't solve math problems have some other, just-as-good knowledge or skill we're not measuring. That relieves us of the burden of trying to teach them. It doesn't relieve them of the burden of innumeracy.
It's enough to drive a person crazy
Thank you for your thoughtful post regarding the NCTM position paper. I appreciate your efforts to improve math education.
While I agree with many of your points about enhancing math teaching and learning, I find it challenging to label the paper as "defiantly tone-deaf." It acknowledges significant challenges that math educators face, particularly concerning our students' math identities.
Effective teaching requires more than just direct instruction and assessments; it hinges on student engagement. Successful classrooms are built on lessons that resonate with students, fostering both necessary math skills and a sense of agency. Creating relevant, community-connected learning environments needs to be a priority.
Hi Aaron, thanks for reading and thanks for your comment! No doubt that student engagement matters, I agree with you. I just found the NCTM suggestions—and they're big ones, calling for changing the entire culture of math teaching—aren't very actionable, or measureable. To me they seem really vague, do they feel that way to you? How would a teacher know they are "valuing the community" enough? What actions would a teacher take and what would be the measure of success? I also thought it was weird that they didn't mention any of the research on how student success in math decreases math anxiety and improves engagement.
In my view, the position statements represent the underlying values and principles we need to agree on before determining our next steps. To change the culture of math teaching, we must align on some of these ideas.
I've observed that math departments often hold some of the most problematic views regarding student learning, the 'correct' way to do math, and who should have access to higher-level content.
I don't see this position statement as excluding any of your ideas for improving math education.
These positions are actionable within my own context. I could elaborate further, but I believe that is a separate discussion. Having the NCTM agree to and clearly define these guiding principles and values would affirm and encourage the work I/we do at the local level.
Beyond student and family surveys, you're right; measuring some of these aspects is challenging. There is certainly more work that needs to be done to measure how students and families feel seen and valued by schools.
And yes, I completely agree with you! My students perform better in my class and engage more when they experience early and frequent success. This is a significant component of a culturally relevant classroom. Again, I don't see it as being at odds with this statement.
Thanks for your response!
Many of my posts here provide tools (i.e., curricular materials) for teaching math.
True change is not going to happen until the education profession is valued and supported by more than lip service. We can all recommend things to change, but unless there is support, both by the district and by the government, nothing will change.
adage: "Nothing happens if nothing happens."
True change is not going to happen until the education profession is valued and supported by more than lip service. We can all recommend things to change, but unless there is support, both by the district and by the government, nothing will change.
True change is not going to happen until the education profession is valued and supported by more than lip service. We can all recommend things to change, but unless there is support, both by the district and by the government, nothing will change.
True change is not going to happen until the education profession is valued and supported by more than lip service. We can all recommend things to change, but unless there is support, both by the district and by the government, nothing will change.
True change is not going to happen until the education profession is valued and supported by more than lip service. We can all recommend things to change, but unless there is support, both by the district and by the government, nothing will change.