PDP 3232 Reflection 2

PDP 3232: February 4th 2008 - Reflect and Respond

Reflections, Connections and Questions re: readings

We received the article, “Reflections on Math Reforms in the U.S.: A Cross-National Perspective”, by Xiaoxia Newton and it raised some points that came up in class on February 4th.

In essence this paper notes how different mathematical training is performed in China than in the United States. I can infer that what she says also applies to Canada since I believe that there are many similarities between the two systems.

Ms. Newton notes that in China teachers of elementary mathematics are specialist teachers. In the U.S., however, mathematics is taught by generalists which in her opinion gives the “impression that elementary mathematics … (is)basic, superficial, commonly understood, and repetitive” (p.684).

I have to wonder how different mathematics instruction would be if all the teachers of this subject really enjoyed it, and were really motivated to teach it and were truly confident in their abilities. My impression is that this is a subject that many are more or less comfortable with. Moreover I think that while elementary mathematics my be basic (in the sense that it is “element” of thinking), it is anything but superficial.

The author also laments the lack of preparation time and the opportunity to meet with colleagues in the U.S. She states that in China a teacher only spends 40 % of their work day teaching. It is as if once a teacher graduates, they have all the tools that they need. In other words “they are done with learning and know everything they need in order to teach.” (p.684)

How much better would our teaching in math (or any subject) be if we had regular opportunities to meet with our collegues? How much better would mathematics instruction be if teachers had a chance to study new ideas and new approaches? While I can not answer this for sure, I suspect that having more specialized teachers would improve results.

Reflections, Connections and Questions re: discussions

During our last class we looked at a series of quotes about mathematical teaching especially by Jo Boaler. In the course of the discussion I noted something along the lines that mathematical instruction in elementary school is often the bridesmaid of core subjects. What I meant to say was the “perennial bridesmaid”. This is a reference to the idiom, “always the bridesmaid, never the bride”.

What I meant was the most elementary teachers are interested in reading. If you were to take a survey of their majors, I suspect English and Psychology are by far the most prevalent. I have met very few with a background in mathematics. I found this paper so interesting because it seemed to support my inference.

Next Steps…

This article suggests that mathematical instruction is done quite differently around the world. I would like to know more about how mathematics is taught, especially with regards to elementary mathematics instructions. How many jurisdictions use specialists at the JK to 6 levels for example? Does this have marked benefits in the outcomes of learning mathematics in those jurisdictions? If it does should we move in this direction in Ontario?

I suspect that such a reform would be extremely difficult because we would have to reorganize totally elementary schools and teachers would see their lives severely (if not adversely) altered.