Re: Algebra (was Re: Half Grades?)

[Kathie Humes <schumes3@HOME.COM>]

Judi:

I think that is the trap the "Carnegie Unit" and seat time created for
us....and you are right, it is for the convenience of textbook publishers
and beancounters everywhere.  No student benefits.  We have a state law that
says every high school credit must include 990 minutes of seat
time....whether it takes 200 or 1800 minutes to master the material.  It's
the factory model of high school education that is so failing our children.
Kids should take as short a time or as long a time as they need.  It is a
problem in every subject -- it is just most obvious in math.

kh
  -----Original Message-----
  From: Assessment Reform Network Mailing List
[mailto:ARN-L@listsrva.CUA.EDU]On Behalf Of Judi Hirsch
  Sent: Monday, September 03, 2001 9:51 AM
  To: ARN-L@listsrva.CUA.EDU
  Subject: Re: Algebra (was Re: Half Grades?)


  I find the following interesting: "some kids simply need more time to
master the material."
  where is it written that algebra MUST BE MASTERED IN ONE YEAR???
  I think that year-long courses are a convenience--easy to order books from
publishers, etc., but not necessarily the most sensible way to go.
  (When I was at the k-12 school where I worked for the past 15 years, my
students had as long as they needed to learn whatever it was that they
needed, but that's another story).
  I think the best way to insure that students will do well in algebra (or
in any other course)  is to prepare them well.
  there is consensus that math is NOT well taught in most elementary
classrooms, so our children aren't prepared to understand. Parents with
prior knowlegde of algebra or the means to pay for a tutor can help their
children pass, but NOT understand.
  Two years might just be the time needed for those with no support or prior
understanding because of neglect.
  Judi
    ----- Original Message -----
    From: Kathie Humes
    To: ARN-L@LISTS.CUA.EDU
    Sent: Monday, September 03, 2001 8:22 AM
    Subject: Re: Algebra (was Re: Half Grades?)


    Folks,

    I don't think we have figured out how to meet the needs of high school
math students.  In general, there is one way only, so highly successful
freshmen are in geometry class with seniors struggling to pass the class and
graduate.  If kids fail algebra or geometry, they simply have the option of
doing it all over again the exact same way.  Regardless of reading, language
or learning differences, all kids are run through the same gristmill.

    The efforts to design alternatives, it seems to me, are well
intentioned, if awkward in implementation.  I think the notion is that some
kids simply need more time to master the material -- in theory, a good idea.
In our high schools, there are more parental complaints about math than any
other subject.  Math instruction seems more resistant to change and
innovation than other areas.  And until math is made relevant, there will
not be public buy-in to "algebra for all."

    Kathie Humes

    (and for George:  I am a parent activist for education reform)


     -----Original Message-----
    From: Assessment Reform Network Mailing List
[mailto:ARN-L@listsrva.CUA.EDU]On Behalf Of Dr. William C. Cala, Ed.D.
    Sent: Monday, September 03, 2001 7:53 AM
    To: ARN-L@listsrva.CUA.EDU
    Subject: Re: Algebra (was Re: Half Grades?)


      Judi,

      No.  Math A and Math B are a redesign of Sequential Math Course I and
Sequential Math Course II which were redesigns of Algebra and Geometry.
Lovely, eh?

      Bill
        ----- Original Message -----
        From: Judi Hirsch
        To: ARN-L@LISTS.CUA.EDU
        Sent: Saturday, September 01, 2001 11:03 AM
        Subject: Re: Algebra (was Re: Half Grades?)


        In our district Math A was considered amth for those who couldn't do
algebra. Is that what this is?
        Judi
          ----- Original Message -----
          From: Dr. William C. Cala, Ed.D.
          To: ARN-L@LISTS.CUA.EDU
          Sent: Friday, August 31, 2001 7:27 PM
          Subject: Re: Algebra (was Re: Half Grades?)


          In New York's infinite wisdom, they have developed a new 9th grade
math course called Math Course A.  It is designed for 1 and 1/2 years.
That's right, not one, not two, but one and one-half years.  I don't want to
get into how nuts this makes me.  Just think of the mechanics of this.  A
kid will always have two teachers over two different school years to finish
the course.  In my district it means two different school buildings as well.
And that is just the beginning .

          BC
            ----- Original Message -----
            From: Mickey VanDerwerker
            To: ARN-L@LISTS.CUA.EDU
            Sent: Tuesday, August 28, 2001 11:01 AM
            Subject: Re: Algebra (was Re: Half Grades?)


            In a message dated 8/28/2001 9:31:34 AM Eastern Daylight Time,
            judih@OUSD.K12.CA.US writes:



              how many districts offer a two-year
              algebra option?


            We offer a one year option (usually taken by the math whizzes in
middle
            school thus a pass rate of almost 100%), a two year option, and
now, a three
            year option.  Because algebra for all is critical.....
            And, of course, since algebra, geometry, and algebra 2 are the
only maths
            that count toward graduation, we don't have any other maths
available
            (except, in some schools, higher math like calculus).
            I think a four year option is also in the making for kids who
can take,
            according to VA, the SOL tests again and again and again and
again.
            Mickey