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|Posted By: tom austin on January 13, 2012|
|I have read your article with great interest. But, I must inquire as to the audience to whom this was intended? I cannot say that I have any experience with a teacher who would elevate their efforts to imparting more mathematics education in the actual classroom setting as a result of this study. On researching the word teacher used in this paper, I did find one reference to a questionnaire of some 28 questions to which some teachers were solicited for a response. The questions, or their scope, were not included in the paper. |
It is unfortunate that most mathematics courses have no inherent personality of excitement; only that which is imparted by the teacher.
I only remember one teacher in my educational trip through life that made their mathematics presentations a pleasure to attend.
Mathematics gives answers, creates questions, encourages students to expand their search for achievement and a fulfilling career. Alas, most only want to balance their checkbook, which is actually a worthy goal in life.
The quality of teaching in high school is not in the main stream of the future of mathematics. In fact, the selection of which book will be used is left in the hands of committees, who may well have only a graduation rate in mind and not the real concern of the quality of mathematics being taught.
In my immediate geography of living, there are more than 40 independent school districts. I would think a study on the materials being used in each district and the variables of the content being taught could open some serious discussions.
In one of the larger districts in this area, there are more than 800 substitute teachers utilized every day. I would expect some of those are teaching mathematics.
Please increase your effort to reach the real subject for this study--high school teachers and school administrations.
Thank you, Tom Austin