Math Education: A Better Understanding of the "Why"

  • Context: High School 
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Discussion Overview

The discussion centers on the understanding of mathematics education, particularly the importance of grasping the "why" behind mathematical concepts rather than relying solely on rote memorization. Participants explore the effectiveness of teachers in conveying this understanding and the implications for students' learning experiences in both high school and college settings.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Meta-discussion

Main Points Raised

  • Some participants express concern that many students drop out of math due to a lack of understanding of its purpose, often resorting to memorization without comprehension.
  • There are mixed views on the competency of teachers, with some asserting that many teachers lack a deep understanding of the material they teach, while others argue that this is not a fair generalization.
  • A participant notes that a good teacher should care about individual student success and help them explore their interests, rather than just delivering content.
  • Some participants highlight the challenge students face when transitioning from high school to college, particularly those who have relied on memorization rather than understanding.
  • There is a suggestion that high school education often requires rote memorization as a foundation before deeper understanding can be achieved in later courses.
  • One participant questions the educational system's approach to teacher qualifications, suggesting that the requirements may not ensure effective teaching.
  • Concerns are raised about the perception that only teachers who give high grades are considered effective, which may overlook the complexities of teaching and learning.

Areas of Agreement / Disagreement

Participants express a range of views on the effectiveness of teachers and the nature of student learning. While some agree on the importance of understanding the "why" in math, there is no consensus on the overall competency of teachers or the best methods for teaching mathematics.

Contextual Notes

Some participants note that the discussion reflects a selection bias based on personal experiences with teachers, which may not represent the broader teaching community. Additionally, there are unresolved questions about how to improve teacher training and student learning outcomes in mathematics.

  • #61
That's an interesting scholastic background, JasonRox. My only parent to ever give me any bit of general encouragement was my mother, also. She corrected my spelling, grammar and pronunciation relentlessly. :rolleyes:
That's about it.
It's too bad I never had a tutor. To the ones who do, be grateful.
 
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  • #62
chrisdimassi said:
Finally found it http://www.doe.mass.edu/news/news.asp?id=3094"
She's an english teacher though.

Found another one from back in May (physics this time) http://www.azcentral.com/arizonarepublic/mesa/articles/0601gr-milken0531Z11.html"

That's probably close to what they make a year :frown:
It's good that someone's awarding that, though.
Oh, you mean "Milken." Oh. Well, that's different.
 
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  • #63
Interesting.

Just today, one of our Biology teachers was fuming. She had been wrist-slapped for being too hard on her students. Seems as though an "A student" who had failed all of the tests so far got a "C" for his first progress report (an unofficial grading period). The mother complained how the other biology teachers did not grade as hard as she did. She was told that she needed to lighten up.

Imagine now if you will a teacher who has to face this fact: she gave a C to a student who has failed three tests, and she must "lighten up."
 
  • #64
I told my vibrations professor the last HW was very hard (and it was) and he told me its good because we need to stop outsourcing all the jobs, we need more smart people. I told him I was sick and the homework took me twice as long, he said "sir, no excuses. You are young, you are invincible."

You guys really are not preparing your students for college or the real world.

Tell that mother to get lost.
 
  • #65
cyrusabdollahi said:
Tell that mother to get lost.
WHile I totally agree, I have to pont out...

We can't say that.
 
  • #66
how about telling her #@$%&%@#@&**&%#@ :smile:

Tell her sorry, that's the way it is. Now don't let the door hit you on the way out. You see why
I have no respect for public schools...

I think teahers should have the power to smack their students in the head for acting stupid. They do that in the rest of the world. :smile: aahhhhh, good times.
 
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  • #67
Chi Meson said:
Oh, you mean "Milken." Oh. Well, that's different.

At least they're all doing something good. Bet they're getting a tax break but what the hell, it's all good...:biggrin:
 
  • #68
Chi Meson said:
Interesting.

Just today, one of our Biology teachers was fuming. She had been wrist-slapped for being too hard on her students. Seems as though an "A student" who had failed all of the tests so far got a "C" for his first progress report (an unofficial grading period). The mother complained how the other biology teachers did not grade as hard as she did. She was told that she needed to lighten up.

Imagine now if you will a teacher who has to face this fact: she gave a C to a student who has failed three tests, and she must "lighten up."


I'm shocked that parents ever complain about how the grading is going. I thought the whole PTA thing was supposed to be getting together with the teachers to discuss the student's study habits and how to improve them, etc...?

If your school allows it, invite the mother to come audit the class. If she really cares about her kid, she should. Her workplace would certainly let her off one day for that. Then she can see for herself what the kid is doing and how the class is being taught.
There are many stories of bad teachers (as we've all seen here) but the fault being the teacher's isn't the first conclusion the parent should jump to without first investigating and participating, if possible.
 
  • #69
chrisdimassi said:
I'm shocked that parents ever complain about how the grading is going. I thought the whole PTA thing was supposed to be getting together with the teachers to discuss the student's study habits and how to improve them, etc...?

If your school allows it, invite the mother to come audit the class. If she really cares about her kid, she should. Her workplace would certainly let her off one day for that. Then she can see for herself what the kid is doing and how the class is being taught.
There are many stories of bad teachers (as we've all seen here) but the fault being the teacher's isn't the first conclusion the parent should jump to without first investigating and participating, if possible.

That's why I won't teach the high school level. I don't have the patience to work with illogical and stupid parents/people.
 

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