In years past, Georgia math students simply followed procedure.
They were given a formula. They plugged numbers into that formula. They calculated the answers. They moved on.
No longer.
New math curricula introduced three years ago require students to consider "why" they arrived at an answer as much as "how."
High school freshmen who once took algebra now take Math 1, which includes elements of algebra, geometry, trigonometry and statistics. New math curricula will continue to be introduced in classes for the next three years, following the students through graduation.
Some say the new math is tougher -- for students and for teachers.
"We struggled at the beginning," Columbia County's director of high school student learning, Rose Carraway, said of administrators and math teachers. "We dropped back and punted, brought in some additional professional learning."
Despite the difficulties, students seem to be getting it, Dr. Carraway said.
System officials recently conducted an assessment study to gauge freshmen performance with the new curriculum. They discovered the failure rate remains the same, 19 percent, for Math 1 students as it was for last school year's algebra students.
However, Columbia County surpassed the state passing percentage by 20 points and the average of area counties belonging to the Central Savannah River Regional Educational Service Agency by six points.
"It was a remarkable achievement," Dr. Carraway said. "We did anticipate that there would be a higher failure rate, because it is hard and new."
Richmond County and state school officials didn't immediately provide data last week on the performance of Math 1 students.
Heavier on word problems, the new curriculum encourages students to consider the real-life applications of math.
"Traditional math was all computational-based," Dr. Carraway said. "We were given a formula. We were given the variables. We solved the problem based upon a procedure. Now, the methodology is to pose a real-life situation."
Christa Burch, a Math 1 teacher and math department chairwoman at Lakeside High School, said the new curriculum forced her to completely alter her teaching style.
"This is less stand and deliver," she said. "You have to engage them more in the learning process."
As a result, Ms. Burch said, she believes her students will retain more of the concepts.
"If you can explain why something is useful and how you solve a problem, you understand it much more deeply," she said.
For those unable to comprehend the new way of teaching, high schools are offering math support courses as electives, Dr. Carraway said.
"To put every child in a Math 1 class without support is academic suicide," she said.
Though the transition continues to be difficult, Dr. Carraway said it is a good move.
"Math is no longer about solving problems in isolation," she said. "It's solving problems in real-world applications. The kids are having to ask themselves, 'How can I use algebra or geometry to solve this problem?' "
Reach Donnie Fetter at (706) 868-1222, ext. 115, or donnie.fetter@augustachronicle.com.
Comments
It's too bad though, that not all students who are repeating Math 1 have the math support class on their schedule. I know of 7 students, and there are probably more that I don't know about, who don't have the additional support. Some are even special needs students who definitely fall into the category of being unable to comprehend the new way of teaching. What about those students Dr. Carraway?
I personally know of several students whose parents did not want them to pick up the academic elective when offered (they failed first semester Math I) because they would have to drop one of their chosen electives. No need to worry - by the end of the school year if the child is not successful it will be the fault of the school, teacher, principal, etc.
In Richmond County, the New Math scores have not yet been reported. Why? Is it really that difficult to teach someone how to push the picture buttom of a Big Mac and ask if the customer would like fries with that order? Yeh, yeh I know, mean comment. But I'm just pointing out how sad things have gotten in our government-run school system Want to break this viscious cycle? Turn it over to a private business. Let the state give each student a voucher to attend the privately-run school of their choice.
Competition to attract students would fix the school system. Pick a school just like you pick a college. There is also a generational curse situation where if a parent doesn't care about education a child usually does not either. That can only be broken in the Spiritual realm and trying to break it in the natural realm is a waste of time and money. Once an adult or a child knows they are nothing without a relationship to Christ and everything with that relationship tp Christ then everything changes for the better. Everything happens first in the Spiritual realm and then change comes in the natural realm.
Another real math skill that could be taught in school is stock market timing. That is math skill that can make the student money and secure them financially even in a less than great job market.
Nobody can time the market, not even a Cray computer. Why? Because there is no logic to it.
Bring back G.B.Williams, they'll learn then.
It's about time that math got its reputation back as a proven science, along with the ease to double check check your answers.
Many 12-15 year old kids can't figure the remaining pizza percentage when 1/3 is taken away, and that was sad.
The new math curriculum has presented its challenges for all, teachers, students and parents. However, I like the integration of the concepts. Students learn that math concepts are related to one another and not disjoint facts. I wish that every Math I student could concurrently be enrolled in the Math Support class. The class gives the students more time to digest the material. Additionally, as a Math I teacher, the class gives me the opportunity to provide individual instruction and assistance to those students who need it. Another aid, at my school, has been the use of the Carnegie Learning Software. The software reinforces skills that are being taught in class. Students work on the software two times a week in class and have the opportunity to use the software at home or any where there is Internet Access. The new curriculum is challenging, but I have no doubt that the teachers and students in Georgia can and will rise to the occassion.
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