Not So Random Thoughts on Mathematics Education
Sunday, June 11, 2023
Sunday, April 23, 2023
Is Mathematics Teaching in Need of "Retooling"?
Sunday, September 11, 2022
Please!!! No More Timed Multiplication Tests!
These past few weeks have been some of my most enjoyable in my over thirty years in education. This semester I have the privilege of re-imagining the content and teaching methods used in a developmental mathematics course at MSU. With failures rates hovering around or above 50% in this course change is needed.
I have watched my students as they have become accustomed to my methods and been vulnerable enough with me to share their personal math journeys. Many feel like math has damaged them and one theme that emerged as they shared their stories is that it started with learning multiplication facts by taking timed multiplication tests. Their stories include frustrated parents, missed recess time, missed sundae parties, teacher scorn, and downright embarrassment because "other kids got it and I didn't!"
This past week I was sitting with a student helping her review for our first test. Despite showing me great thinking she began to cry. I asked her what was a matter. She said, "I am worried that if I do not pass this test, I might not pass this class, I won't make it through school, and I won't get a good job! I have just struggled with math for so long I just don't know if I will ever get it!" As tears flowed down her face I asked her how long she had felt this way. She said, "Since we learned times tables." She shared, in great detail, that she had been slow to learn them, could never do them as fast as the other kids, and missed out on going to the sundae party with the rest of her class. She said her parents would try to help her by doing flash cards with her, but it did not help. She said it made her feel stupid, hate math, and she stopped trying because she believed she would never figure it out.
I am not opposed to fluency with multiplication facts and practicing those facts, but why do we have to time the process? Do there need to be winners and losers based on speed?
As we talked more I asked her if she could tell me what 8 * 6 was? She nodded her head that she couldn't. I asked, "How about 4 * 6?" She nodded again that she couldn't. I asked, "What about 2 * 6?" She said it was "12". I wrote the problem on a sheet and asked, "study 2 * 6 and tell me what 4 * 6 would be?" She said "24". I asked what did you notice? She said it "doubled". Then I asked, "What about 8 * 6?" She took a moment but said "48". I did not do my best work to uncover her thinking, but I pressed her to think about what 16 * 6 would be. She wrote out 16 + 16 + 16 = 48 and doubled that to get an answer of 96. I knew she was starting to see something. I finished by asking her if she could use all her work to tell me what 15 * 6 would be? She paused a bit, and finally said "90". She smiled from ear to ear in a way that made might heart grow "10 times larger!"
If you ask a mathematician, in general, what their work entails they would tell you it is about "looking for patterns and finding relationships." I believe there is a mathematician in every child, but it is slow thinking, not fast thinking, that wins the prize because often patterns and relationships take time to see. Are we giving our students an opportunity to do this? Think for a moment the power of the following sequence of multiplication problems. Oh the places you could go!
2 * 6
4 * 6
8 * 6
16 * 6
15 * 6
I think we are all wired to think this way. We just need the right sequence of problems, a little time, and the opportunity to explore. I know we want to do what is best for our children, but as this story exemplifies, and is repeated many times as I talk to other students, timed multiplication tests seem to be doing more harm than good. If that is the case, why does it continue?
Friday, January 28, 2022
Reflections on the Teaching and Learning of Algebra
Algebra teaching and learning has been on my mind lately. I just came out of a semester in which I taught a development algebra class at my university and I spend my evenings helping my 12-year-old daughter through her first foray into algebra. I have come to the conclusion that whatever we are doing in teaching this subject is just not sticking for many students--95% of the students in my developmental college class had Algebra 2 or beyond in high school and 40% of those same students had at least one form of an accelerated mathematics course. Interestingly, the algebraic reasoning capacities I see in my daughter just beginning her algebra journey are not much different than those college level algebra students who have extensive experiences with algebra. That is not a knock on them. They were fine folks that I do not think set out upon on their educational journey to struggle with algebra. I just do not think they have been equipped with the tools to engage in meaningful algebraic reasoning.
As I have worked through problems with my daughter, I have pondered the question, "What are the tools I would like to equip my daughter, and my other students, with so that they would be successful in algebra. I started to think about this through the lens of helping my daughter with her homework.
The other night she was given the charge of "simplifying the following problems written as a single exponent". One of those problems was...
She wrote an answer of 8h^8 and asked me, "Is this right?". I refrain from answering this type of question because I want her to be empowered with the mathematical authority to answer that question, but I did have to reflect on the tools she would need to do this. If it was incorrect, assuming that she knew what she was creating by simplifying was an equivalent expression, is a counterexample. However, if it was correct, an equivalent expression, there should be a series of definitions and algebraic properties that would lead her to that result.Knowing that it was not correct I asked her to substitute h = 1 into each expression. This resulted in an output of 64 for the initial problem and 8 for her result. We talked about the fact that if we have two equivalent expressions any value that we substitute in for h into either will yield the same result. And, that we could be certain that they are not equivalent, but only get a "feel" as to whether the two expressions are equivalent.
Based on her answer I sensed that she handled the operations involving the variable h but I was not convinced that she knew why, "I added the exponents, then multiplied." We talked about the definition of exponentiation, at least as it applies to whole number. That is, the exponent 2 signifies that we should multiply together two quantities of whatever is under the exponent [1] and that the exponent we should multiply together three quantities of whatever is under the exponent (i.e., h*h*h) [2] Because I wanted her to see why you add the exponents when multiplying I asked her to write out the expanded notation of each. It was a little messy but I wanted her to see this at least once. We then talked about the fact that since the only operation involved was multiplication that there are properties that allow you to reorder (commutativity) and regroup (associativity) to create equivalent expressions. [3][4]. Those properties and definitions are what guide the steps we take to create equivalent expressions.
Substituting h = 1 into the original problem and final result [5] she obtained the same result, 64. I emphasized that while the substituting process would give us a "feel" for whether the simplifying work we had done was correct it was the proper application of definitions (i.e., exponentiation) and properties (i.e., associativity, commutativity) that determined whether the expressions were equivalent.This is part of a problem set my daughter was working on the other night. She came to me asking if she had done the problems correct. Take a moment to see if you can find the error in her reasoning.
Let me be clear I have no problem with her making mistakes. Mistakes are merely opportunities to learn, but you have to have the tools to learn from those mistakes. I knew she did not have any tools which means she has to rely on someone else to determine the correctness of her work.
This is one of the areas in which I think the system is breaking down. We are not equipping students with the tools to determine the correctness of their work. What are those tools? At least in this case, a case that happens extensively in algebra, is that one of those tools is the concept that underpins the action of "simplifying". That is the creation of an equivalent expression. Using a functional approach, an equivalent expression means that for any value (except where the value of x results in an undefined function) that is substituted in for the variable should yield the same result. We can get a "feel" as to whether two expressions are equivalent by looking at the output after substituting a value or two into each expression. If the outputs are the not the same then we are certain they are not equivalent. In other words, there is something amiss in our simplifying process. However, if the outputs are the same then we can feel a little more confident that we are on the right track. Let's try this for #5.
What do we need to be certain? We need mathematical reasons in the form of definitions and properties. For example, by definition of exponentiation we know that r^3 is r * r * r. The problem (3r^3)/(2r) is can be written in terms of multiplication 3 * r^3 * (1/2)*(1/r) or 3 * r * r * r * (1/2) * (1/r) and then using associativity and commutativity of multiplication this expression can be rewritten as 3 * (1/2) * r * r * r * r * (1/r) which, using the identity of multiplication, is rewritten as (3/2)*r* r or (3/2)*r^2. Is this cumbersome and maybe mundane, possibly? But, what is the alternative? If these definitions and properties are not emphasized then the symbolic work becomes about "feel". In the end, I just see my daughter struggling at times because she is unsure what to do. I do not want to have to answer the question, "Is this correct?". I want her to have tools to make those decisions on her own.Thursday, November 4, 2021
Drugs and "Keep, Change, Flip"--Just Say No!
I am a product of 80s schooling. A popular public service announcement during that time was a man with a perturbed look on his face, arms crossed, asking the viewer, “Is there still anyone out there who still doesn’t understand what doing drugs does?” Holding an egg, he exclaims “this is your brain,” cracking it up against the side of a heated cast iron skillet he says, “This is your brain on drugs” as the sound of the sizzling egg plays in the background. The ad finishes by him asking, “Any questions?”. The motto we rehearsed in school, thank you Nancy Reagan, was “Just Say No!”.
but, I am becoming more and more convinced that it does not have a place in elementary classrooms. You are welcome to try to convince me otherwise, but at least give me a chance to make my argument. I myself have done this and I agree that “Keep, Change, Flip” is an easy, efficient way to get an answer to a school-based problem. I am now sitting on the other end witnessing the unintended consequences of this narrow view of mathematics. Our educational goals should push students beyond the “quick high” of just getting a correct answer.
Tuesday, March 1, 2016
Adding Fractions: Making the Connection to Whole Numbers
Jenny has 4 whole apples and her friend Sue has 9 whole apples. Between the two of them how many total whole apples do they have?
The operation of addition is about describing numerically the sum of the number of elements in two or more sets of the same objects sharing the same iterative unit. For example, to answer the question “How many total whole apples do they have?,” the iterative unit is 1 whole and apple is the object. In performing the computation the action of addition involves combining 4 copies of 1 whole apple with 9 copies of 1 whole apple for a total of 13 copies of 1 whole apple or 13 apples.