May 2016
Inside this edition:
Presidents' Message
Aaahhhh… spring. We’ve made it through the mud, and there are flowers blooming here in Washington County. As we push through the final weeks of teaching and testing, keep in mind that VCTM is here to build our community of math educators by facilitating conversation and sharing resources. We are very excited about our new website and its potential to fulfill our Mission here in Vermont. As always, if you have ideas or would like to join the Board of Directors, please reach out to us—we would love to have you help support our work.
Inside this edition:
- President's Message
- VCTM Fall Conference: Call for Proposals
- NCTM National Conference San Francisco Overview
- ATMNE Update
- Upcoming Professional Opportunities
- Feature Article: "Math Education: A Messy Problem" The current state of math education in America is certainly not ideal but mathematicians, researchers, policy makers and others are working on it -- and it is definitely a problem worth working on by Gizem Karaali, Pomona College
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Presidents' Message
Aaahhhh… spring. We’ve made it through the mud, and there are flowers blooming here in Washington County. As we push through the final weeks of teaching and testing, keep in mind that VCTM is here to build our community of math educators by facilitating conversation and sharing resources. We are very excited about our new website and its potential to fulfill our Mission here in Vermont. As always, if you have ideas or would like to join the Board of Directors, please reach out to us—we would love to have you help support our work.
Christine Latulippe and Kate McCann, VCTM Co-Presidents
vctmpresident@gmail.com
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VCTM Fall Conference: Call for Proposals
Do you have something to share with your colleagues? Do you have an idea or methodology that would benefit others? Have you developed a something in Common Core or Proficiency Based Grading that other teachers could use?
The Vermont Council of Teachers of Mathematics (VCTM) will be hosting its annual conference on Friday, October 14, 2016 at Vermont Technical College in Randolph, VT. The title of the conference is "Making Math Meaningful," with presentations focused on instructional strategies to promote the Common Core Math Practices and Content Standards, growth mindset, proficiency-based learning, and multi-tiered systems of support.
- Sessions are available as 30 bursts, 60 minute sessions, or 90 minute workshops
- The deadline for submitting proposals is July 15, 2016. Speakers will be notified by August 15, 2016. Please complete the form below.
- If you have questions, please contact Patty Kelly at pkelly@ssdvt.org
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NCTM National Conference 2016- by Patty Kelly, VT NCTM Representative
The 2016 NCTM Annual Meeting & Exposition was held from April 13-16 in San Francisco, California. As a math leader in my district, I knew the value of attending this conference, and the opportunity that I would have to share my new learning and impact the instructional practices of teachers in my district.
NCTM National Conference 2016- by Patty Kelly, VT NCTM Representative
The 2016 NCTM Annual Meeting & Exposition was held from April 13-16 in San Francisco, California. As a math leader in my district, I knew the value of attending this conference, and the opportunity that I would have to share my new learning and impact the instructional practices of teachers in my district.
As the Vermont Council of Teachers of Mathematics representative at NCTM, I was excited to meet with New England math leaders and discuss issues facing our local affiliates. My time at NCTM began with attending the Eastern Regional Caucus. The initial portion of this meeting drew attention to the resources that NCTM provides for its members and affiliates. Their online resources are being constantly updated, such as professional development resources that accompany NCTM’s Principles to Actions. NCTM President Diane Briars spoke about a new resource available on the NCTM web-site focusing on focus, rigor, and coherence. These lessons and activities are available at www.nctm.org/ARCs/ . The representatives for the eastern region then met to discuss ways in which we can build strong memberships within our affiliates by supporting new teachers to become members.
The following day began with the Delegate Assembly. There were no resolutions this year. This allowed us to network with affiliate representatives and gain ideas and insights into the successes and struggles of math educators and math organizations nationwide.
The rest of the week was spent attending dynamic presentations by the country’s leading math educators. In a session with Jo Boaler about the latest brain research, she discussed changing the way we assign homework and de-tracking students. Some of the most interesting research that she presented included research about finger counting. Her work shows that we often push kids towards not using their fingers, but that we should actually encourage students to use finger representations as a physical support for learning arithmetic problems.
I’m looking forward to using the tools and resources that I gained from the conference and thank VCTM for supporting our learning as math professionals in Vermont.
The following day began with the Delegate Assembly. There were no resolutions this year. This allowed us to network with affiliate representatives and gain ideas and insights into the successes and struggles of math educators and math organizations nationwide.
The rest of the week was spent attending dynamic presentations by the country’s leading math educators. In a session with Jo Boaler about the latest brain research, she discussed changing the way we assign homework and de-tracking students. Some of the most interesting research that she presented included research about finger counting. Her work shows that we often push kids towards not using their fingers, but that we should actually encourage students to use finger representations as a physical support for learning arithmetic problems.
I’m looking forward to using the tools and resources that I gained from the conference and thank VCTM for supporting our learning as math professionals in Vermont.
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ATMNE News by Sue Abrams
Christine Latulippe, VCTM Co-President, and Sue Abrams, ATMNE Representative, recently attended the spring meeting of the ATMNE Board of Directors. Much of their time was spent drafting revisions to the ATMNE constitution and by-laws, which will be voted on by the affiliates like VCTM.
ATMNE News by Sue Abrams
Christine Latulippe, VCTM Co-President, and Sue Abrams, ATMNE Representative, recently attended the spring meeting of the ATMNE Board of Directors. Much of their time was spent drafting revisions to the ATMNE constitution and by-laws, which will be voted on by the affiliates like VCTM.
The Association of Teachers of Mathematics in New England is
a consortium of affiliates of all the New England states. One purpose is to
secure improvements in the teaching of mathematics and establish close
relations among teachers of mathematics. See the ATMNE website for more
information about ATMNE: http://www.atmne.net/. To that end there is an
annual ATMNE mathematics conference and there are some publications worth
noting.
This year the ATMNE annual conference - Vote with Math! - will
take place in Manchester, NH, on October 20-21st. See the NHVCTM
website for more information: http://www.nhmathteachers.org/ATMNE-2016.
For VCTM members:
Don’t forget that one of the benefits of joining VCTM is that
you automatically become a member of ATMNE! As an ATMNE member you receive two
annual newsletters and the New England Mathematics Journal (NEMJ), which is
published every spring and fall. All ATMNE publications have gone GREEN so make
sure you keep your email up to date. Soon you will receive information from
VCTM about how to access the New England Mathematics Journal.
Upcoming Professional Opportunities
1. Vermont Mathematics Initiative (VMI) Conference “Mathematics Teaching and Learning in the 21st Century”. This one-day conference will be held at UVM’s Davis Center on Saturday May 7. The Keynote speaker is Steven Leinwand, and breakout session topics include formative assessment, instruction for struggling students, and leadership in mathematics education.
2. The Dynamic Landscapes Conference, hosted at Champlain College in Burlington, May 23 and 24. If you want to explore classroom technology, maker spaces, creative scheduling, and even innovations in teaching mathematics, consider attending. Registration fees include 1-day and 2-day options.
It’s never too early to plan ahead for some exciting professional development beyond the close of the school year. Start marking your calendar for the following opportunities:
- NEW Cubed Summer Conference, June 27-29 in New Rochelle, NY. The “NEW Cubed” is because this is a joint conference of NCTM Affiliates New York, New Jersey, and New England. The theme is Coming Together for Learning, Teaching, and Students. Registration is open now, and Steven Leinwand will be there, too…
- VCTM’s Fall Conference, October 14, 2016—Look for more details in this newsletter!
- The Association of Teachers of Mathematics in New England (ATMNE), Fall 2016 conference in Manchester, NH, October 20 and 21. As a member of VCTM, you are automatically a member of ATMNE. This year’s theme is “Vote with Math! Developing Informed Citizens through Mathematics”.
Editors note: The following article first appeared in Inside Higher Ed on May 2, 2016 and is reprinted with permission.
The current state of math
education in America is certainly not ideal, writes Gizem Karaali, but
mathematicians, researchers, policy makers and others are working on it -- and
it is definitely a problem worth working on.
Andrew
Hacker’s The Math Myth and Other STEM Delusions
simply continues to promote the misguided path he got on several
years ago, and it’s difficult to see how it could lead us anywhere productive.
Hacker started the business of attacking school mathematics in a New York Times op-ed where he argued, in sync with gimmicky
T-shirts claiming the same, that algebra was unnecessary, or perhaps even
detrimental to our future. In a national scene where mathphobia is rampant and
most people’s memories of school mathematics remain unpleasant at best, he
struck a chord. Then, of course, come book contracts and even more adulation.
Thoughtful
people have already responded authoritatively to the various errors in Hacker’s
argument -- see here for another scathing review. A short
and quick reply is here.
For this audience of college and university educators, some of whom might be
tempted by Hacker’s bravado and wonder about implications for higher education,
I’d like to also point out that Hacker seems to forget why we educate our
young. Even if as students years ago we may have had difficulty in certain
subjects, as parents we want to ensure that our children go beyond what we
ourselves have achieved. We expect that what they learn will be beneficial to
their growth and future opportunities. We also hope that they will gain certain
personal characteristics that, together with their knowledge and skills, will
help them build a better future for our society and the world.
The
Western tradition starts this conversation in ancient Greece with Socrates
arguing that virtue is central to the education of the young. Aristotle teaches
us that the ultimate goal of education should be happiness -- the durable
contentment of a creative and intellectual life. St. Augustine shows us that we
should not depend on teachers to teach us everything, that there is much to be
learned from the internal wisdom of the heart, which itself is cultivated by
our moral compass. Rousseau argues that children need to be exposed to the
world as they grow to learn to live within the society to which they belong.
Locke and Mill teach us that education should be well-rounded, cultivating an
intellectually capable mind aware of the complexities of the world.
Mathematics
educators agree. We know that in mathematics, as in any other knowledge system
that builds on itself, the procedures that work so well are only part of the
package. That in the center is the student, but always situated in the midst of
a society that is constantly evolving. That students learn best when encouraged
and supported by knowledgeable teachers who help them explore and understand
underlying concepts. That intellectual stimulation and growth are possible and
enjoyable for all children. That in our classrooms, we can help students
sharpen their ability to persist in the face of apparent failure. That today’s
students need to learn to tackle complex and ill-defined problems requiring
both individual and collaborative effort.
And to
these ends, we have been working to improve what we do. Mathematics teachers,
mathematics education researchers and mathematicians are working together in
classrooms, in math circles, in conferences and workshops, in
curricular reform efforts and in policy discussions. We are working to create
meaningful mathematical experiences for students to encourage critical
thinking, foster creative reasoning and enhance problem-solving abilities. (See here and here for two collections of mathematics
lesson plans and modules that were developed by or in collaboration with
researchers. See here for a college-level initiative for
revamping the mathematics curriculum.)
We are
working to engender the sense of wonder and accomplishment that mathematics --
when done right -- naturally inspires. We are working to develop and support a
coherent set of curricular standards that will help tomorrow’s adults live up
to the expectations of this nation from its children. We are working to
discover and share with parents, teachers and educators what works well in the
classroom even if it is not typical, and what doesn’t work even if it “just
makes sense” and “it’s the way I learned things.” (How many people believe that
the point of multiplication tables is to torture students till they can recite
them at the speed of light? Linda Gojak, past president of the National Council
of Teachers of Mathematics, is one among many educators speaking out about fluency in mathematics and how it is no longer acceptable to
equate it with “fast and accurate.”)
Admittedly,
we mathematics instructors don’t always help our own cause. People remember how
their middle school math teacher made them feel, and I don’t need to tell you that
it’s generally not a good memory. (I was lucky -- mine made me feel like there
wasn’t a problem I couldn’t solve if I put in the time and effort.) But
dropping mathematics from the required K-12 curriculum would be a perfect
example of the cliché of throwing out the baby with the bathwater. (While I
myself have argued elsewhere that
we might just do that, my tongue was decidedly set in my cheek, and my concern
was the essence of what is lost in most mainstream experiences of school
mathematics. Now, can I get a book contract, too?)
The
current state of mathematics education in the United States is certainly not
ideal. Yet the fact is that teachers, parents, mathematicians, mathematics
education researchers and policy makers are working on it. Furthermore, this is
definitely a problem worth working on. It is tough, it is messy and there are many nuances to the issue
and many implications to any avenue of resolution.
Hacker
writes of high school graduates unable to perform simple numeracy tasks. I’d
venture to guess that more than a handful of high school grads are also
incapable of understanding IRS publications, may occasionally be unable to
interpret correctly the user manuals of their DVD players and can’t foresee all
repercussions of a ballot measure they are willing to vote for or against. But
we do not blame all of these insufficiencies on K-12 English teachers. Nor do
we suggest replacing English courses with courses on reading ballot measures or
user manuals. What do we do? We demand that English Language Arts curricula be
developed that are more sensitive to the range of literacy demands of our daily
lives.
Hacker
gets it right at least in one instance; quantitative literacy is crucial in today’s society. And it
should be one of the essential outcomes we expect from our education system, as
I argue elsewhere. However, the role of mathematics in
our education system goes beyond quantitative literacy. (And conversely,
quantitative literacy as a goal itself should not be limited to the mathematics
classroom. Most science and social studies classrooms offer excellent contexts
for quantitative literacy.)
During
this election year, I offer you another analogy. Today there are many,
including some reading this, who worry that the American democratic machine is
not producing the results they would like. So shall we give up on democracy?
I’d like to believe that the overwhelming majority would agree with me when I
say no. Instead, we continue working to improve our system; we continue to
fight for broader access; we continue to work to further political and social
justice.
Mathematics
education is perhaps not on the same level of importance and urgency, but the
solutions are the same. We must work to improve the system. We must fight for
broader access. And we must work to further political and social justice.
Today
mathematics acts as a gateway (or a gatekeeper, depending on your perspective)
in terms of who has access to the lucrative STEM jobs that many aspire to.
Students who learn mathematics as far as their school contexts allow have many
more opportunities open to them when they graduate from high school. Knowing
the fundamental building blocks of mathematics today leads well-prepared high
school graduates to a range of rigorous paths of college-level study in many
disciplines. And those are also the students who will become the adults who
will create the new mathematical, statistical and computational tools we will
need in the future.
What
would happen if we dropped mathematics? Which schools and school districts
would not be offering those “now optional” advanced mathematics courses? Which
students would be deprived of the opportunity to learn, and, can I suggest,
find meaning, confidence and opportunity through advanced mathematics? And
which students would be able to move forward with those STEM careers that many
parents dream of?
People
can succeed without mathematics in their lives. You can also choose to never
try sushi, to vacation only within the continental United States despite being
able to afford international travel, to never wear flip-flops or learn to ride
a bike, and still lead a happy and productive life. But nobody’s job prospects
are affected by their decision to avoid sushi (unless you want to be a sushi
chef, which would be odd if you didn’t like sushi to start with). And having
the choice to decline comes out of privilege. Can this nation afford to make
such a decision for all its children? When people choose to drop mathematics later
in their academic paths, we can say they made a decision knowing their options
and the opportunities they are letting go. But do we want to make these
decisions ahead of time for all students?
The
American education system differs from many of the nations that are touted as
high performers. In most of those countries, students are channeled into
various tracks early on. This nation does not regiment its schoolchildren,
because we believe that all children have potential and that they can make
choices once they are old enough to know what is out there.
And the
American education system is still one of the best in the world. I know the
international test scores and rankings, but I also know to read the fine print.
Therein you learn that once you restrict to schools where less than
50 percent of the class is in the free lunch program, the performance of
students is in par with those high-performing nations. The schools that are
“failing” are the ones that have 75 percent or more of their students in
free lunch programs. So our schools are not failing our students; it is our
society that is failing them. As most education researchers (and teachers in
classrooms across the nation) will agree, the problem of public education in
the United States is one of poverty. And that problem is not going to get
solved by dropping the mathematics requirement in the K-12 curriculum.
In fact
mathematics can help. Here is where Plato’s virtue and St. Augustine’s moral
compass come back into school mathematics. Brazilian mathematician Ubiratan
D’Ambrosio has been telling us for years that it is mathematics that will help
our children solve the varied problems of today and tomorrow -- if we can teach
them to see the inherent mathematics involved. Mathematics, historian Judith
Grabinerpoints out, has evolved
precisely to describe social, environmental and political, as well as
industrial and scientific, problems that a society happens to confront. And it
remains, to this day, our most successful method to seek out creative and
productive solutions for them. (Readers perplexed by my inclusion of social,
environmental and political problems above might like to google “mathematics
for social justice” or “mathematics of sustainability.”)
I write
this with the hope that some good may come out of Hacker’s simplistic
recommendations. Students reciting their multiplication tables as fast as a
bullet train are not the desired outcome of mathematics education. We want
students to understand the power and limitations of the mathematics they are
learning. We want students to move flexibly from one specific model of a
situation to another. We want students to be able to find unexpected and novel
solutions to problems that are ever-growing in their complexity.
Mathematics
is where we can train young minds to do all these things. Mathematics is where
we can teach that critical ability to reason analytically. Mathematics is also
where we can encourage creative exploration of the multitude of options a problem
solver invariably has. As college and university educators, these are points we
must not forget when the next cycle of general education debates begins to
shake things up on our campuses.
Gizem Karaali is an associate professor of
mathematics at Pomona College, editor of the Journal of Humanistic
Mathematics, associate
editor of Mathematical
Intelligencer and associate editor of Numeracy. Follow her on Twitter @GizemKaraali_
