Stephanie,

I don't think it is your imagination - the content of Algebra I and Algebra
II courses is changing. In our paper, we speak to that on p.8, saying that
the mathematical content component of numeracy will adjust as the demands of
society change. 

 

In the case of algebra, I would like to suggest that the changes in content
are also a reaction to the change in the role that algebra (and the algebra
courses) plays. When I was in high school, less than half of us took algebra
and the rest went to consumer math or general math.  Now in most states,
every high school graduate must pass at least one algebra course.  The
narrow, academic focus of "algebra I as preparation for many more math
courses, eventually calculus for engineering" has broadened to "algebraic
thinking for our technological society."  There is a stronger emphasis on
relationships between quantities and exploring what happens to one quantity
as changes are made to another. At the same time, attaining a high level of
skill with symbol manipulation becomes less critical.

 

Speaking for myself again, I am thrilled with the inclusion of data analysis
in the curriculum. As citizens, we all need to be able to look more
critically at the numbers that are being used to influence public opinion.
I'd like to hear more about the objections to including it.

 

Finally, before I get started on the assessment issue, can you be more
specific about which high-stakes assessments you are thinking of? 

 

Myrna

 

 

  _____  

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Stephanie Shultz
Sent: Monday, September 17, 2007 6:35 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 653] Re: The Components of Numeracy study

 

I have a couple of question also: Is it my imagination or selective memory?
It seems to me that there is less mathematical content taught now then there
was say 20 years ago. The Algebra I and Algebra II courses that I was
responsible for teaching most recently don't seem to have as much content as
the ones that I remember taking. 

My second question is: do you think the drive to push all students, starting
in elementary school and continuing through high school, into data analysis,
i.e. line of best fit and measures of central tendency, is a worthwhile
goal?  And lastly, I think that the high stakes tests have murdered the
mathematics curriculum, especially the teaching of introductory Algebra
courses. What is your collective opinions?

 

Stephanie Shultz 

ESL Facilitator

Telamon Corporation

917 Mt. Hermon Rd.

Salisbury, MD 21804

410-546-4604 ext 118

sshultz at telamon.org

  _____  

 

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